THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


I -7-3 

./^X 


"si  BRANCH, 

F  CALIFORNIA, 
&RY, 

t  .ES,  CALIF. 


THE  HEALTHY  CHILD 
FROM  TWO  TO   SEVEN 


THE    MACMILLAN    COMPANY 

NEW  YORK    •    BOSTON    •    CHICAGO    •    DALLAS 
ATLANTA    •    SAN  FRANCISCO 

MACMILLAN  &  CO.,  LIMITED 

LONDON    •    BOMBAY    •    CALCUTTA 
MELBOURNE 

THE  MACMILLAN  CO.  OP  CANADA.  LTD. 

TORONTO 


THE  HEALTHY  CHILD 
FROM  TWO  TO  SEVEN 


A  Handbook  for  Parents,  Nurses 
and  Workers  for  Child  Welfare 


Containing 

The  Fundamental  Principles  of  Nutrition 
and  Physical  Care,  including  Sections  on 
Child  Nature,  Training  and  Education, 
and  Safeguarding  the  Nervous  System 
during  the  Preschool  Years. 


BY 
FRANCIS  HAMILTON  MACCARTHY,  M.D. 

Assistant  Professor  of  Diseases  of  Children,  Boston  University 


1922 

All  rights  reserved 


PRINTED  IN  THE  UNITED  STATES  OF  AMERICA 


COPYRIGHT,  1922, 
BY  THE  MACMILLAN  COMPANY. 


Set  up  and  electrotyped.     Published  March,  1922 


FERRIS  PRINTING  COMPANY 
NCW  YORK 


(o 


"/*  becomes  increasingly  clear  that  a  better  society  must  come 
through  better  children,  and  that  the  chief  importance  of  soc^al> 
economic,  and  vital  conditions  lies  in  their  influence  on  little  chil- 
dren."— From  Editorial  in  "The  Outlook,"  N.  Y. 


PREFACE 

The  gfeatest  nations  of  the  world  are  coming 
to  realize  that  the  greatness  and  power  of  any 
nation  must  always  be  dependent  upon  the  in- 
tegrity of  the  home  and  the  health  of  the  child. 

A  great  war  tests  the  strength  and  power  of 
a  nation  to  the  utmost.  Preparation  for  war  is 
searching  in  its  revelations  of  national  strength 
or  weakness. 

How  has  it  come  about  that  of  the  hundreds 
of  thousands  of  young  men  appearing  before  the 
examining  boards  of  army  and  navy,  represent- 
ing the  very  flower  of  the  youth  of  our  country, 
a  very  large  proportion  were  rejected  because 
of  physical  and  mental  unsoundness? 

Careful  investigation  has  shown  that  more 
than  half  the  defects  causing  rejection  were  pre- 
ventable, and  that  nearly  all  these  defects  had 
their  inception  during  the  years  of  early  child- 
hood. 

The  Children's  Year  Campaign  inaugurated 
by  the  Children's  Bureau  also  demonstrated  the 
fact  that  a  very  large  proportion  of  the  nation's 
children  suffer  from  malnutrition,  underweight 
and  physical  handicaps. 

As  one  makes  daily  rounds  in  the  children's 
wards  of  a  large  hospital,  the  impression  be- 
comes more  and  more  firmly  fixed  that  much  of 
the  illness  and  suffering  and  deformity  of  the 


viii  PREFACE 

little  folks  might  have  been  prevented  by  proper 
care  during  the  first  years  of  life. 

Out  of  the  turmoil  of  international  strife  has 
again  come  the  revelation  that  as  a  people  we 
are  lacking  in  the  conservation  of  our  most 
priceless  resource,  of  life  in  its  beginnings,  of  the 
health  and  well-being  of  the  nation's  children. 

Are  the  children  of  today  to  be  the  defective 
men  and  women  of  tomorrow?  Have  we  not 
here  a  mighty  challenge  to  unite  in  the  great 
task  of  developing  a  stronger  and  more  robust 
childhood? 

/To  work  for  children  is,  from  many  points  of 
view,  the  most  important  and  most  interesting 
of  all  tasks.  Constant  companionship  with  chil- 
dren, studying  and  endeavoring-  to  understand 
the  child  nature,  and  treating  them  when  ill,  is 
a  rare  privilege.  The  present  book  has  grown 
out  of  such  companionship  and  work  extending 
over  many  years.  It  deals  with  the  care  and 
nurture  of  children  during  the  foundation  years, 
before  school  life  begins. 

Whatever  else  the  recent  chaos  of  war  may 
have  taught,  certainly  one  great  lesson  which 
stands  out  clearly  and  distinctly  is  that  a  better 
order  of  things  must  come  through  higher  ideals 
of  parenthood,  and  from  stronger  and  better 
children.  That  this  book  may  have  some  useful 
part  in  the  great  crusade  now  being  carried  on 
to  build  up  a  stronger  race  of  men  and  women, 
is  the  fervent  hope  of  the  writer. 


CONTENTS 

Page 
CHAPTER  I.  INTRODUCTION    1 

CHAPTER  II.  THE  HOME  AND  SURROUND- 
INGS. 

The  city  child  handicapped 9 

Sunshine  and  Fresh  Air  in  the  Home 9 

Ventilation   in   the  Home   10 

Heating    the     House — various    methods — Health 

First 12 

The  Children's  Room 13 

CHAPTER  III.  FOOD  FOR  BODY-BUILDING. 

The  under  nourished  child  19 

Many  children  under  weight 19 

Under  nourished  child  always  below  par 19 

Table  of  Weights  and  Heights  of  Children 20 

Facts  about  weight  and  height 21 

The  father's  part 22 

Training  children  in  fundamentals  of  right  living....  22 

Causes  of  under-weight  in  children  25 

Food  for  Growing  Children  27 

Milk  the  most  perfect  food  for  children  27 

Care  of  Milk , 29 

Cereals  30 

Eggs 31 

Breads,  crackers  and  cakes  , 31 

Butter,  cream  and  other  fats  32 

Broths   and  soups   33 

Meat  and  Fish  .. 33 

Meat  stews   „..,  .  34 


x  CONTENTS 

Page 

Vegetables;   cooking  of   35 

Fruits  37 

Desserts  and  Sweets  38 

Feeding  During  the  .Second  Year  39 

Diet-list  for  Healthy  child  during  the  Thirteenth 

and  Fourteenth  months 41 

Schedule  for  feeding   healthy   children   from    Fif- 
teenth to  Eighteenth  Months  Inclusive 42 

Schedule  for  Children  from  Nineteenth  to  Twenty- 
fourth  Month  Inclusive  43 

Dietary   for   Children   from   Third   to   Sixth   Year 

Inclusive  45 

When   Children   have   Indigestion   48 

Acute   Indigestion   48 

Chronic  Indigestion  and  the  right  kind  of  food 49 

CHAPTER  IV.  SLEEP  AND  REST. 

Sleep  a  fundamental  necessity  55 

Number  of  hours  sleep  required  at  different  ages  56 

Daily  nap  discontinued  too  soon  56 

Time  for  daily  nap  57 

Sleep  during  the  school  years  58 

Conditions  favorable  to  healthy  sleep  59 

Bedtime  stories  59 

Bed  and  bedroom   60 

Sleeping  out  doors  and  sleeping  bags  61 

Causes  of  disturbed  sleep  62 

CHAPTER  V.  PLAY  AND  GROWTH. 

Play  a  fundamental  need  in  the  life  of  the  child 67 

Importance  of  play  not  generally  appreciated 67 

Difference  between  the  adult's  conception  of  play 
and  that  of  the  child  ,         ..  68 


CONTENTS  xi 

Page 

Play  activities  of  children  68 

Children  are  explorers  and  creators  69 

Small  tasks  for  children  70 

Parents  and  children — comrades  70 

Play  materials  and  occupations  for  children  71 

The  Sand-box,  the  making  and  equipping  of 72 

Making  houses  and  keeping  house .73 

A  tool-box  and  its  contents  75 

Little  girls  and  the  out  door  life 76 

Cold  weather  sports 76 

Teaching  children  to  swim  77 

Gardening,  garden  tools  for  children  78 

Companionship  of  other  children  needed 79 

The  City  Child;  materials  and  tools  for  play 79 

Indoor  play  materials  and  occupations  80 

The  Constructive  Instinct  and  Building  Blocks 83 

CHAPTER  VI.     CHILD-NATURE;    TRAINING 
AND  EDUCATION. 

Parent — Teachers  87 

Parents  have  the  greatest  teaching  opportunity 87 

Early  years  afford  the  richest  soil  89 

Characteristics  of  the  child  nature 90 

Natural  independence  90 

Changeableness 93 

Slowness  of  Perception  94 

Individual  temperament  94 

Obedience  and   Self-control   95 

Children  learn  much  by  imitation  of  others 98 

Instant  obedience  not  always  possible 100 

Uselessness   of   argument   101 

Overuse  of  the  word  "Don't"  .,  ...102 


xii  CONTENTS 

Page 

Punishment,  common  mistakes  in  training 103 

Methods  of  Correction  106 

Children  need  suitable  occupation 108 

Teach  the  joy  of  work  well  done 109 

Truthfulness 109 

Education :     They  learn  by  observation  and  imita- 
tion   Ill 

Companionship  with  parents  in  Outdoor  World 113 

Instruction  concerning  Origin  of  Life 113 

Answer  questions  simply  and  frankly 114 

Instruction  concerning  personal  cleanliness 117 

CHAPTER  VII.  STEADY  NERVES  AND 
HEALTHY  MIND. 

Disorders  of  nerves  and  mind  on  the  increase 121 

Many  nerve  disorders  begin  during  childhood 121 

Need  of  preventive  work  in  the  home 121 

Heredity  and  environment  considered 122 

Importance  of  suitable  home  and  wise  training.. ..122 

Instability  of  child's  nervous  system 122 

Factors   of   vital    importance 123 

Girls  as  well  as  boys  need  outdoor  sports 125 

Mental  and  physical  hardening  126 

Must  learn  not  to  be  over-sensitive 126 

Self-mastery  to  be  learned  early 127 

Cheerfulness    and    good-nature    contagious 128 

Dark  moods  and  irritability  unhealthy 129 

Learn  to  laugh  at  small  hurts  and  difficulties 130 

Children  should  have  no  fear  of  darkness 131 

Teach  them  to  have  faith  instead  of  fear 132 

Over-stimulation  and  precociousness  dangerous 132 

Importance  of  suitable  play  activities 134 


CONTENTS  xiii 

Page 
Children  need  each  other 134 

Children  reflect  the  life  about  them 135 

CHAPTER  VIII.  CARE  OF  THE  CHILD'S 
BODY. 

Care  of  the  skin  141 

Bathing  142 

Bathing  to  prevent  taking  cold 144 

Soaps  and  powders 145 

Care  of  the  genital  organs 147 

Care  of  the  hair  147 

Care  of  the  eyes 148 

Care  of  the  ears  150 

Care  of  the  nose  and  throat  151 

Care  of  the  mouth  and  teeth  153 

Irregular  teeth  and  causes  of 154 

Food  and  the  teeth  156 

Keeping  the  teeth  clean  , 158 

The  Child's  Feet,  prevention  of  deformities 160 

CHAPTER  IX.  COMMON  DISEASES  AND  DIS- 
ORDERS OF  CHILDHOOD. 

A  new  point  of  view  in  regard  to  "Children's  Di- 
seases"   167 

Many  children  crippled  by  the  contagious  diseases..  167 

Measles  and  German  Measles  169 

Whooping  cough  170 

Chicken  pox   171 

Mumps,  scarlet  fever  172 

Diphtheria  173 


xiv  CONTENTS 

Page 
PREVENTION  OF  CONTAGIOUS  DISEASES  ....175 

A  community  conscience  needed 177 

The   Schick   test  and   safe-guarding   child  against 

Diphtheria  , 178 

Vaccination    178 

The  Care  of  the  Sick  Child  180 

COMMON  DISORDERS  OF  CHILDHOOD 181 

Constipation  and  its  prevention 181 

"Worms"  Causes  and  Prevention  183 

Bed  wetting;  causes  and  prevention  184 

Convulsions  186 

Earache  188 

Croup  - 189 

Colds  and  Prevention  190 

Adenoid  Growths  192 

Enlarged    tonsils    ., , 194 

Thumb  and  Finger  Sucking  194 

Nail-biting  and  self-abuse  196 

CHAPTER  X.    COMMON    EMERGENCIES    OF 
CHILDHOOD. 

Burns  of  different  kinds;  first  aid 201 

Wounds  of  various  kinds;  first  aid  « 203 

Bleeding  from  nose  208 

Foreign  bodies  in  nostrils  and  ear 209 

Injuries  to  the  eye  210 

Swallowing  of  foreign  bodies  213 

Drowning  accidents:     First  Aid 214 

Prevention  of  drowning  accidents  216 

Accidents  from  poisoning,  household  precautions.. ..217 

First  aid  treatment  218 

Common  poisons,  List  of,  Treatment  219 


THE  HEALTHY  CHILD 
FROM  TWO  TO   SEVEN 


THE  CHILD  FROM  TWO  TO  SEVEN 

CHAPTER  I 

INTRODUCTION 

Children  are  so  utterly  helpless  and  dependent 
during  the  first  year  of  life  that  the  importance 
of  good  care  at  this  time  is  quite  generally  ap- 
preciated, but  after  the  first  year,  and  during 
the  five  or  six  years  previous  to  entering  school, 
many  children  show  a  lack  of  the  right  sort  of 
training  and  good  care,  so  essential  for  the  de- 
velopment of  healthy  childhood. 

It  is  safe  to  say  that  the  chief  cause  of  the 
defects  of  constitution  discovered  by  govern- 
ment physicians  while  examining  men  for  enlist- 
ment in  the  army,  was  a  lack  of  oversight  and 
good  care  during  the  years  of  early  childhood. 
Teachers,  principals  of  schools  and  school  physi- 
cians testify  that  many  children  when  they  first 
come  to  school  have  pale  faces,  thin  bodies  and 
heavy  eyes,  showing  the  lack  of  proper  food,  in- 
sufficient sleep,  and  the  appearance  of  being  too 
closely  housed. 

There  is  no  doubt  that  mothers  and  fathers 
sacrifice  much  for  their  children,  and  because  of 
the  little  folks  in  their  own  home,  feel  tenderly 
toward  all  children.  It  is  not  lack  of  parental 
affection.  It  is  rather  parental  preoccupation 

1 


2  THE  CHILD  FROM  TWO  TO  SEVEN 

with  other  matters,  and  with  very  many  parents, 
the  ever  pressing  struggle  to  keep  family  ex- 
penses within  family  income. 

As  parents,  however,  we  must  ever  keep  in 
mind  one  vitally  important  fact,  that  all  the 
time  while  we  are  so  very  busy  with  the  prob- 
lems of  living,  the  children  are  growing  and  de- 
veloping just  the  same;  they  are  receiving  im- 
pressions of  the  everyday  life  about  them;  they 
are  being  shaped  or  moulded  according  to  the 
care  and  training  they  receive. 

There  is  no  standing  still  with  childhood;  chil- 
dren will  grow  even  under  most  unfavorable 
conditions  and  surroundings,  but  it  will  be  a 
stunted  growth,  something  like  a  plant  shut 
away  from  fresh  air  and  sunshine. 

^Whatever  qualities  children  inherit  from  par- 
ents may  be  modified  by  their  surroundings 
either  to  their  advantage  or  disadvantage,  j  For 
perfect  development  of  body  and  mind  certain 
fundamental  conditions  are  essential.  It  is  every 
child's  birthright_to  have  pure  air,  nourishing 
food,  sleep  and  rest,  plenty  of  room  for  play,  and 
careful  guidance  during  these  pre-school  years. 
Just  as  the  plant  needs  proper  soil,  water  and 
sunshine  if  it  is  to  bloom  and  bear  fruit,  so  the 
human  plant  must  have  sunshine,  fresh  air  and 
good  food  in  order  to  reach  its  full  development. 

The  fathers  and  mothers  are  the  arbiters  of 
the  child's  destiny;  upon  them  depend  whether 
the  child  is  to  be  strong  and  sturdy,  and  face 


INTRODUCTION  3 

the  world  with  full  equipment  of  body  and  mind, 
or  whether  it  is  to  be  a  weakling,  always  at  a 
disadvantage  when  the  tasks  and  tests  of  school 
and  after  life  come,  because  of  lack  of  early 
training  and  wise  care. 

Here  then  are  four  or  five  years  full  of  splen- 
did possibilities  for  the  building  of  strong,  ro- 
bust bodies.  It  is  a  period  of  freedom  from  care 
and  responsibility.  It  should  be  a  time  of  prepa- 
ration for  the  more  exacting  and  confining  duties 
of  school  and  adult  life. 

Now,  if  ever,  is  the  time  for  life  in  God's  out 
of  doors,  plenty  of  wholesome  food,  careful 
training,  and  long  nights  of  refreshing  sleep. 
Later  care  and  training  can  never  take  the  place 
of  painstaking,  constructive  building  during  the 
pre-school  years. 

As  parents  we  must  not  only  adore  our  chil- 
dren; we  must  love  them  wisely.  It  is  not  so 
important  that  little  daughter  shall  be  pretty 
as  it  is  that  she  shall  have  rosy  cheeks,  clear 
eyes,  good  blood,  bone  and  muscle;  if  she  has 
these  last  the  first  will  come  as  a  matter  of 
course,  for  there  is  no  more  beautiful  sight  than 
a  child  whose  every  feature  and  action  betokens 
perfect  health  of  body  and  mind. 

The  parent's  part  is  to  provide  healthy  en- 
vironment,  carefully  chosen  food,  and  wise  train- 
ing]LeTTt  no  longer  be  said  that  there  is  too 
much  haphazard  bringing  up  of  children.  Let 
our  efforts  no  longer  be  without  definite  plan- 


4  THE  CHILD  FROM  TWO  TO  SEVEN 

ning  and  direction;  let  us  shape  and  plan  our 
course.  The  ground  is  good.  No  soil  is  so  pro- 
ductive; no  culture  so  fascinating;  no  work  so 
great;  no  task  so  worthy  of  the  best  effort  and 
talent  of  men  and  women  as  that  of  having  a 
part  in  the  upbringing  of  sturdy  children,  and 
leading  them  along  upland  and  sunny  ways. 


THE  HOME  AND  SURROUNDINGS 


"Everyone  in  his  own  house,  and  God  in  all  of  them." — Cervantes. 


"In  the  homes  of  America  are  born  the  children  of  America,  and 
•from  them  go  out  into  American  life  American  men  and  women. 
They  go  out  with  the  stamp  of  these  homes  upon  them,  and  only 
as  these  homes  are  -what  they  should  be,  will  .the  children  be  what 
they  should  be." — J.  G.  Holland. 


CHAPTER  II 
THE  HOME  AND  SURROUNDINGS 

Where  shall  the  home  be  established,  in  the 
country  where  there  is  space  and  outlook,  or  in 
the  city  with  its  crowded  brick  apartment  houses 
and  walled  in,  narrow,  paved  streets?  The  city 
is  no  place  to  found  a  real  home.  To  be  sure 
there  are  a  few  parks  and  open  spaces,  but  in 
most  cities  the  parks  which  really  have  space 
and  breadth  of  view  are  some  miles  away  from 
where  the  average  family  finds  it  convenient  to 
live. 

It  is  possible  to  make  a  fairly  comfortable 
stopping  place  in  a  city  apartment,  and  a  baby 
may  thrive  fairly  well  for  the  first  year  or  two 
of  life,  but  a  child  old  enough  to  be  on  its  feet 
needs  more  freedom  than  such  living  conditions 
permit,  and  should  spend  a  large  part  of  the  time 
out  of  doors. 

A  large  city  is  no  place  for  real  living.  Rents 
are  so  high  that  only  large  incomes  can  com- 
mand an  apartment  or  house  worthy  to  be  called 
a  home.  The  parents  themselves  cannot  keep 
well  and  feel  vigorous  in  a  city  apartment  unless 
the  family  income  is  sufficiently  generous  to  pay 
a  large  rent  for  an  apartment  in  the  more  open, 

7 


8  THE  CHILD  FROM  TWO  TO  SEVEN 

cleaner  streets  near  an  open  space  or  park.  A 
mother  and  baby  obliged  to  live  in  a  small  city 
apartment  cannot  live  a  free,  natural,  healthy 
life,  and  must  inevitably  suffer  for  lack  of  out 
of  door  air  and  sunshine,  for  even  sunshine  is 
expensive  in  the  city,  apartments  on  the  sunny 
side  of  buildings  bringing  much  higher  rents. 

Now  when  city  children  find  their  feet  and 
commence  to  look  about,  life  is  indeed  a  shut-in 
sort  of  existence.  Apartment  houses  are  not 
built  with  little  folks  in  mind.  Indeed,  many 
owners  openly  advertise  the  fact  that  no  children 
will  be  allowed  on  the  premises.  There  are  no 
yards,  even  porches  are  exceptional,  no  place  to 
run  about,  no  green  grass,  no  fields,  no  flowers, 
no  birds.  In  the  summer,  hot  brick  walls  shut 
in  the  hot  stone-paved  streets  which  are  the  only 
playgrounds,  the  child's  life  being  varied  some- 
what by  an  occasional  trip  to  the  park  or  sea- 
shore in  crowded  cars. 

It  is  worse  in  the  winter.  Any  cold  day  in 
winter  little  white  faces  may  be  seen  pressed 
sorrowfully  against  the  window-panes,  gazing 
wistfully  out  upon  the  city  streets.  They  are 
the  little  folks  between  two  and  six.  Their  fath- 
ers are  at  work,  and  their  mothers  busy  with  the 
baby,  or  they  may  also  be  at  work  to  help  pay 
the  high  rent.  The  windows  are  apt  to  be  closed 
and  locked  to  prevent  the  children  from  falling 
out  and  the  cold  from  coming  in,  for  many  apart- 
ments have  but  little  heat. 


THE  HOME  AND  SURROUNDINGS  9 

Many  such  children  play  very  little;  they  be- 
come thin,  pale,  dull,  listless  and  undeveloped; 
they  are  all  too  silent  and  sober  for  little  people. 
Pneumonia  and  tuberculosis  find  them  ready 
victims. 

Do  parents  want  their  children  to  live  under 
such  conditions?  Children  living  in  the  city  are 
handicapped  right  at  the  beginning  of  life,  and 
should  not  be  allowed  needlessly  to  suffer  such 
hindrance  in  their  development.  Better  by  far 
to  live  out  of  the  city  where  a  house  with  a  yard 
is  available,  and  where  pure  air  and  sunshine 
are  abundant.  The  house  may  be  small  and  lack 
some  of  the  comforts  and  modern  conveniences, 
but  if  the  water  is  pure,  and  the  children  can 
spend  much  of  the  time  out  of  doors,  they  will 
be  much  better  off  than  they  would  be  living  in 
the  city.  The  water-supply  should  be  carefully 
investigated  in  regard  to  contamination,  and 
careful  consideration  should  be  given  the  sani- 
tary arrangements. 

SUNSHINE  AND  FRESH  AIR  IN  THE  HOME 

Sunshine  and  fresh  air  are  absolutely  neces- 
sary for  life  and  growth.  The  air  in  our  homes 
is  constantly  being  deprived  of  its  life-giving 
qualities  by  the  breathing  of  those  present,  by 
gases  from  the  fires,  from  kerosene  and  gas 
light,  by  dust  and  smoke,  and  particularly  to- 
bacco smoke.  To  sweep  out  these  impurities  and 


10         THE  CHILD  FROM  TWO  TO  SEVEN 

purify  the  air,  fresh  air  and  sunshine  should  have 
constant  and  free  access  to  the  living  rooms. 

It  is  desirable  if  possible  that  the  house  should 
face  the  South  or  Southeast  in  order  that  the 
rooms  may  be  flooded  with  sunshine.  Windows 
and  outside  doors  must  be  depended  upon  as  the 
chief  means  of  ventilation  in  the  average  home. 
Good  ventilation  means  that  the  air  in  the  house 
should  be  kept  in  gentle  motion,  even  though 
imperceptible,  that  it  should  be  warmed  or  cooled 
to  the  right  temperature,  and  have  the  proper 
degree  of  humidity  and  freshness. 

The  air  in  many  living  rooms  is  kept  too  warm 
and  dry.  The  lining  membrane  of  nose  and 
throat  becomes  too  dry,  and  the  body  susceptible 
to  cold.  A  dry  heat  and  closed  windows  are 
constant  sources  of  nose  and  throat  disorders. 
The  temperature  in  a  living  room  should  not  be 
over  68  or  70. 

Every  living  room  in  the  house  should  be  com- 
pletely flushed  with  pure  out-of-door  air  at  least 
once  every  twenty-four  hours.  The  best  way 
to  ventilate  a  room  is  to  open  windows  on  oppo- 
site sides,  thus  producing  a  current  of  air.  If 
there  is  considerable  wind  it  will  speedily  fill 
every  part  of  the  house  with  clean  fresh  air,  but 
on  a  still  day  it  will  take  longer. 

To  prevent  the  cold  air  from  chilling  the  floor 
a  window  board  may  be  placed  in  the  opening 
when  the  lower  sash  is  raised  a  few  inches,  thus 
permitting  the  cool  air  to  enter  the  room  be- 


THE  HOME  AND  SURROUNDINGS  11 

tween  the  two  sashes,  while  the  heated  air  passes 
out  through  a  slight  opening  at  the  top  of  the 
window. 

In  colder  parts  of  the  country  it  is  difficult  to 
keep  the  house  completely  warm  and  at  the  same 
time  keep  the  air  fresh.  During  the  day  the 
rooms  may  be  aired  when  not  in  use.  Such 
rooms  must  be  warmed  before  allowing  the 
children  to  use  them.  Bedrooms  may  be  thor- 
oughly aired  during  the  day  even  on  the  coldest 
days,  and  the  playroom  or  sitting  room  may  be 
aired  while  the  children  are  outdoors  or  taking 
their  nap. 

At  night  the  bedroom  window  should  be 
opened  at  least  an  inch  or  two  even  in  the  cold- 
est weather.  A  good  way  to  ventilate  a  bed- 
room is  to  cover  an  ordinary  window-screen  with 
one  or  two  thicknesses  of  cheese-cloth,  and  in- 
sert in  the  open  window.  This  will  afford  pro- 
tection against  a  too  sudden  inrush  of  cold  air. 
Sleeping  bags  are  also  useful,  and  a  folding 
screen  can  be  used  to  protect  the  children  from 
drafts.  If  well  covered  the  children  will  sleep 
better  and  wake  in  the  morning  with  bright  eyes 
and  keen  appetites. 

Children  are  much  less  likely  to  contract  colds 
in  rooms  through  which  a  gentle  current  of  air 
is  constantly  passing  than  in  still  air  and  closed- 
up,  over-heated  rooms.  But  children  need  to  get 
out  of  doors  as  well  as  to  breathe  fresh  air  in 
the  home.  Even  in  cold  or  stormy  weather 


12         THE  CHILD  FROM  TWO  TO  SEVEN 

when  they  cannot  enjoy  outdoor  life,  a  sheltered 
but  sunny  porch  will  make  it  possible  for  the 
children  to  spend  many  happy  hours  in  the  open 
air,  while  in  the  milder  months  they  should  live 
out  of  doors  as  much  as  possible. 

HEATING  THE  HOUSE 

The  ideal  system  of  heating  is  one  that  will 
keep  the  house  sufficiently  warm  to  permit  hav- 
ing the  windows  slightly  open  much  of  the  time. 
In  apartment  houses  where  families  do  not  have 
control  of  the  heat,  a  constant  even  temperature 
is  unusual;  rooms  are  often  overheated,  and  fre- 
quently have  no  heat  at  all  for  two  or  three 
hours  during  the  day.  A  system  that  requires 
tightly  closed  windows  in  order  to  keep  occu* 
pants  of  living  rooms  warm  is  certainly  unsatis- 
factory. 

Houses  in  the  United  States  are  usually  heated 
by  indirect  radiation, — that  is,  by  hot  water, 
steam  or  hot  air;  or  by  direct  radiation  from 
stoves  or  open  fire  places.  Steam  or  hot  water 
heated  houses  are  apt  to  be  overheated,  and  the 
air  in  the  rooms  too  dry.  Shallow  pans  of  water 
placed  on  registers,  radiators  or  stoves  will  help 
to  keep  the  air  moist. 

Oil  or  gas  heaters  are  objectionable  in  that 
they  consume  much  larger  quantities  of  oxygen, 
but  may  be  useful  when  no  other  means  of  heat- 
ing is  available,  or  when  quick  heat  is  needed,  but 
are  suitable  for  temporary  use  only.  Care  should 


THE  HOME  AND  SURROUNDINGS  13 

be  taken  to  guard  children  against  accident  if 
such  stoves  are  used. 

An  open  fire  place  is  a  most  useful  addition  to 
any  heating  system.  It  is  an  excellent  ventilator, 
and  for  the  cool  days  of  fall  and  late  spring  when 
it  is  not  cold  enough  to  start  the  furnace,  an  open 
fire  removes  the  chill  and  gives  just  the  right 
amount  of  warmth.  In  front  of  the  open  fire 
should  be  placed  a  stong  wire  screen  to  protect 
the  children  against  accident. 

But  the  fact  that  the  open  fire  provides 
warmth  and  ventilation  is  not  all  that  can  be  said 
in  its  favor.  Given  a  home-like  living  room  in 
which  is  a  good-sized  fire-place,  what  wonderful 
possibilities  it  holds  for  family  gatherings  in 
front  of  its  friendly  light  and  warmth!  What 
a  jolly  place  it  is  for  the  telling  of  bedtime 
stories,  for  popping  corn,  and  family  counsel! 
What  more  beautiful  sight  than  the  faces  of 
little  children  eagerly  listening  to  a  story  told 
in  front  of  the  open  fire,  its  cheerful  blaze 
lighting  up  the  childish  faces  and  reflected  in 
bright  eyes,  as  they  look  away  into  childhood's 
land  of  make  believe. 

The  memory  of  such  happy  hours  remains 
with  children  always,  and  because  of  such  happy 
times,  home  and  parents  become  increasingly 
precious  with  the  passing  years. 

THE  CHILDREN'S  ROOM 

It  is  desirable  that  some  provision  should  be 


14          THE  CHILD  FROM  TWO  TO  SEVEN 

made  in  the  home  for  the  little  people,  a  place 
of  their  own,  at  least  a  corner  of  the  living 
room,  for  playthings  and  books.  In  some  homes 
the  children's  sleeping  room  is  arranged  for  use 
partly  as  a  playroom;  in  other  homes  a  room  is 
set  aside  especially  as  a  playroom. 

There  are  still  other  homes  where  no  provi- 
sion is  made  for  wholesome  play.  It  is  mani- 
festly a  great  misfortune  for  little  folks  to  be 
compelled  to  live  through  childhood  surrounded 
with  furnishings  entirely  for  the  use  of  grown- 
ups, with  no  place  for  dolls,  doll-houses,  scrap- 
books,  balls,  and  all  the  various  and  sundry 
treasures  which  go  to  make  up  the  small  boy's 
and  little  girl's  world.  Certainly  the  task  of 
keeping  the  living  room  tidy  and  the  care  of 
the  children  would  be  much  more  simple  if 
some  definite  planning  were  done  to  provide 
suitable  places  for  childhood  belongings.  Chil- 
dren learn  while  they  play,  and  the  more  intel- 
ligent the  planning  for  daily  living  and  playing, 
the  better  the  children  will  be. 

A  sunny  playroom  with  simple  inexpensive 
furnishings  becomes  a  blessed  place  for  the 
children.  The  rooms  should  contain  only  neces- 
sary furniture  of  simplest  design,  easy  to  keep 
clean,  and  not  too  expensive.  Bare  painted 
or  hardwood  floor  with  an  inexpensive,  cheer- 
ful colored  rug  is  preferable  to  carpeted  floor, 
and  walls  painted  some  quiet  but  cheerful  color 
which  can  be  washed,  are  preferable  to  papered 
walls. 


THE  HOME  AND  SURROUNDINGS  15 

Plain  curtains  without  ruffles  or  lace  arc 
better  than  those  which  are  fancy  or  expensive. 
Windows  should  be  screened  to  keep  out  flies. 
Chairs,  tables,  bookcases,  shelves  and  beds 
should  be  low  and  not  too  large.  Strong,  low, 
plain  tables,  and  low  pine  chairs  serve  the  pur- 
pose, and  shelves  and  drawers  for  playthings 
will  encourage  the  habit  of  keeping  things  in 
place. 

Such  an  equipment  in  a  bright,  sunny  room 
having  plenty  of  fresh  air,  and  warmed  to  68 
F.  in  winter  can  be  provided  at  small  expense, 
and  parents  will  have  cause  to  rejoice  in  seeing 
their  children  happy  and  contented. 


FOOD  FOR  BODY  BUILDING 


"Health  and  good  estate  of  body  are  above  all  gold." — Ecclesas- 
ticus. 


"Our    chief    ambition    is   for    the    nurture    of    our    children," — 
Josephus. 


"The  errors  of  parents  the  gods  turn  to  the  undoing  of  their 
children." — Euripedes. 


CHAPTER  III 
FOOD  FOR  BODY  BUILDING 

From  the  very  beginning  of  life  the  child  who 
is  to  be  strong  and  robust  must  have  sufficient 
and  suitable  food.  Many  children  are  eight  to 
ten  pounds  underweight;  indeed,  it  is  safe  to 
say  that  one  child  out  of  every  three  or  four  is 
underweight. 

Children  who  are  underweight  are  apt  to  be 
pale,  have  flabby  muscles,  and  an  irritable  dis- 
position. Quite  frequently  they  are  punished 
for  being  irritable  and  peevish  when  in  reality 
they  are  suffering  from  lack  of  proper  nutrition. 
Such  children  cannot  be  expected  to  be  cheerful 
and  contented;  they  are  below  par;  they  are 
not  well.  Their  resistance  to  disease  is  low, 
and  later  when  they  enter  school  they  are  apt 
to  contract  the  contagious  diseases.  Children 
who  are  several  pounds  underweight  are  often 
retarded  in  their  development,  and  backward  in 
their  studies. 

Weight  is  such  an  important  index  of  a 
child's  nutrition,  it  seems  best  to  insert  at  this 
place  the  following  table  of  weights  and  heights, 
in  order  that  parents  may  have  some  standard 
for  guidance  in  judging  the  condition  of  their 
children. 

19 


20          THE  CHILD  FROM  TWO  TO  SEVEN 

TABLE  OF  WEIGHTS  AND  HEIGHTS  OF 
HEALTHY  CHILDREN" 


Boys 

Girls 

Weight 

Height 

Age 

Weight 

Height 

pounds 

inches 

pounds 

inches 

7y2 

20^ 

Birth 

7% 

20^ 

16/ 

2Sy2 

6  months 

15/ 

25 

21/ 

29 

12 

21 

28 

24/ 

30^ 

18 

24 

30 

27y2 

32^ 

2  years 

27 

32^ 

32 

36 

3  *   " 

31 

35% 

36 

38^ 

4      " 

35 

38 

41 

4\y2 

5      " 

39^ 

41% 

45 

44 

6      " 

43% 

43^2 

49M 

46 

7      " 

47y? 

45% 

jy 

48% 

.  &     " 

-Jl? 

48 

49% 

9      " 

57 

49^ 

65/ 

52 

10      " 

63y2 

51^ 

72 

54 

11       " 

69y2 

53^ 

79 

55*/2 

12      " 

81 

57 

88 

58  " 

13      " 

91 

58^ 

99 

60/ 

14      " 

100 

60 

110 

62% 

15      " 

108 

6iy> 

123 

65 

16      " 

113' 

6f% 

In  using  the  table  it  is  to  be  remembered 
that  the  figures  represent  average  weights  and 
heights  of  several  thousand  public  school  chil- 

a. — The  figures  for  the  first  five  years  are  weights  without 
clothes,  and  are  derived  from  Dr.  Emmett  Holt's  book 
"Diseases  of  Infancy  and  Childhood".  The  figures  for  height 
and  weight  of  children  from  five  to  sixteen  years  are  based  on 
observations  made  by  Bowditch  upon  several  thousand  school 
children  of  Boston;  these  weights  include  ordinary  clothing. 


FOOD  FOR  BODY  BUILDING  21 

dren  living-  under  all  sorts  of  conditions  in  a 
large  city.  There  are  many  children  from  five 
to  sixteen  years  of  age  having  proper  food  and 
wise  care,  who  weigh  from  one  to  four  or  five 
pounds  more  than  these  figures  indicate.  In- 
crease in  weight  and  height  varies  a  great  deal 
in  different  children,  depending  upon  heredity, 
conditions  surrounding  the  mother  before  the 
child  is  born,  and  the  care  and  kind  of  food  the 
child  receives  after  birth  and  throughout  child- 
hood. 

Lack  of  carefully  chosen,  body-building  food 
during  these  foundation  years  will  surely  result 
in  a  weakened  constitution,  and  be  a  handicap 
to  children  during  the  school  years  and  later 
adult  life.  It  is  highly  important,  then,  that 
parents  should  know  something  about  food 
values  in  relation  to  body-building,  and  that 
they  should  carefully  consider  what  foods  are 
suitable  for  children  at  different  ages. 

Parental  love  is  deep  and  abiding,  but  not 
always  wise  in  its  expression.  Love  for  chil- 
dren fulfils  its  highest  office  in  earnest  endeavor 
to  do  only  what  is  best  for  them,  in  order  that 
they  may  grow  and  thrive,  and  develop  into 
healthy,  robust  children. 

Nor  should  these  matters  be  entirely  turned 
over  to  the  mother.  Much  has  been  said  and 
written  about  mother  love,  and  the  importance 
of  good  mothering,  and  this  is  as  it  should  be, 
for  who  can  measure  the  tremendous  impor- 


22          THE  CHILD  FROM  TWO  TO  SEVEN 

tance  of  the  mother's  care  and  influence,  but 
something  should  also  be  said  in  regard  to  the 
importance  of  thoughtful  and  intelligent  father- 
hood. The  job  of  being  a  good  father  is  worthy 
the  best  thought  and  study  of  every  man. 

So  it  would  seem  to  be  important  that  the 
father  as  well  as  the  mother  should  know  some- 
thing about  what  is  proper  food  for  his  chil- 
dren. Many  fathers  do  know.  Mistakes  are 
not  usually  made  because  of  not  knowing  what 
is  right  or  from  lack  of  affection,  but  from 
preoccupation  with  other  matters,  and  the  feel- 
ing that  the  care  and  training  of  children  is 
the  mother's  work.  No  greater  mistake  can 
be.  made.  It  is  a  man's  job  as  well  as  a  wo- 
man's, and  if  the  father  does  not  attend  to  his 
part  of  it,  the  children  will  later  on  in  life  show 
that  lack  of  broad  training  which  marks  the 
well  bred  child. 

TRAINING   CHILDREN   IN   FUNDAMENTALS 

There-  are  certain  fundamental  principles  in 
regardto  the  feeding  of  children  which  deserve 
careful  consideration.  First, — it  is  not  so  im- 
portant what  children  like  or  dislike  in  the  way 
of  food/ as  it  is  that  the  food  is  suitable  for 
the  age  and  digestive  powers,  that  it  is  nourish- 
ing, well  cooked  and  given  at  regular  times. 

Children  have  not  the  same  powers  of  diges- 
tion as  adults  any  more  than  they  have  the 
same  ability  to  think  and  judge  as  adults.  They 


FOOD  FOR  BODY  BUILDING  23 

cannot  eat  everything  on  the  table;  children 
know  nothing  about  the  body-building  qualities 
of  food;  they  are  guided  solely  by  their  desires, 
which  are  capricious  and  changeable;  their 
judgment  is  undeveloped,  and  they  are  unable 
to  choose  wisely.  Therefore,  parents  should 
know  the  value  of  different  foods,  and  should 
choose  for  the  children  foods  which  will  build 
blood,  bone  and  muscle.  Children  should  not  be 
asked  what  they  want  to  eat.  The  best  way  is 
to  place  before  them  with6ut  comment  simple, 
nourishing  food  at  regular  times,  keeping  des- 
sert or  fruit  out  of  sight  until  the  plate  is 
cleaned  of  hearty  food. 

Second, — children  cannot  be  expected  to  be 
hungry  at  mealtimes  if  they  have  been  indulged 
in  sweets,  soda,  ice-cream,  fruit  and  other  food 
between  meals.  A  very  common  mistake  when 
children  refuse  to  eat  their  regular  food  is  to 
urge  them  to  eat,  or  to  tempt  them  with  spe- 
cially prepared  food  which  they  are  unable  to 
digest.  This  is  bad  practice,  as  children  will 
acquire  a  taste  for  such  dainties,  and  lose  appe- 
tite for  simple,  wholesome  food. 

Nor  should  anything  be  given  between  meals 
except  water  when  the  regular  food  is  refused 
at  mealtime.  Healthy  children  who  have  plenty 
of  sleep  and  outdoor  air,  and  are  not  allowed 
to  eat  between  meals,  are  usually  sufficiently 
hungry  to  eat  any  wholesome  food  placed  be- 
fore them.  If  such  food  is  refused  it  is  best 


24         THE  CHILD  FROM  TWO  TO  SEVEN 

not  to  give  anything  until  the  next  meal,  when 
the  healthy  appetite  will  assert  itself. 

It  is  vitally  important  that  children  should 
learn  from  earliest  childhood  to  eat  whatever 
is  placed  before  them  of  the  staple,  wholesome 
foods.  Children  will  not  only  be  more  robust 
and  sturdy,  but  both  they  and  their  parents  will 
be  saved  much  future  trouble  and  humiliation. 

Acute  and  chronic  indigestion  with  conse- 
quent loss  of  weight  and  weakness,  are  almost 
certain  to  follow  faulty  feeding.  The  best  way 
is  to  give  only  the  regular  diet  suitable  for  the 
age.  If  the  child  is  not  allowed  to  taste  food 
improper  for  its  age,  it  will  not  learn  to  ask 
for  it. 

It  is  also  essential  and  part  of  a  child's  train- 
ing, that  it  should  eat  only  at  regular  meal- 
times. Food  of  any  kind,  or  fruit  and  candy 
given  between  meals  becomes  a  burden  to  the 
stomach,  destroys  the  appetite,  causes  serious 
indigestion  and  loss  of  weight.  The  stomach 
needs  the  time  between  meals  to  digest  the 
food  and  rest  before  the  next  meal. 

Children  are  apt  to  spend  pennies  for  cakes, 
doughnuts,  candies  and  pickles;  these  are  eaten 
between  meals  and  destroy  the  appetite  for 
nourishing  food  offered  at  the  regular  meals. 
Just  how  long  children  will  appear  well  under 
these  conditions  will  depend  upon  the  care  they 
receive  in  other  respects,  but  sooner  or  later 
digestion  becomes  impaired,  children  have  bad 
dreams,  lose  much  sleep,  and  become  thin  and 


FOOD  FOR  BODY  BUILDING  25 

pale.  It  is  such  children  who  develop  the  un- 
healthy condition  of  the  bowels  favoring  the 
production  of  intestinal  parasites  or  worms, 
suffer  from  weakness  of  the  bladder,  and  be- 
cause of  their  run  down  condition,  become  sus- 
ceptible to  colds  and  the  contagious  diseases. 

When  children  commence  to  have  meals  at 
the  table  with  parents,  some  training  in  proper 
habits  of  eating  will  be  necessary.  Children  do 
not  naturally  chew  their  food  thoroughly,  and 
unless  taught  otherwise,  are  apt  to  form  the 
habit  of  bolting  half  chewed  food  with  milk 
or  water. 

A  very  common  cause  of  underweight  in 
children  is  that  they  frequently  hurry  away 
from  the  table  to  play  or  to  school  without 
taking  time  to  eat  properly  or  to  eat  enough. 
This  is  especially  true  in  regard  to  little  girls 
who  frequently  refuse  to  eat  any  breakfast. 
Such  habits  are  very  apt  to  continue  into  the 
school  years  with  the  result  that  children  suffer 
from  underweight,  nervous  irritability  and 
weakness.  Their  progress  in  school  is  also  re- 
tarded. 

During  these  early  years  when  so  much  en- 
ergy is  expended  in  constant  physical  activity 
and  rapid  growth,  children  should  not  be  al- 
lowed to  go  to  school  or  leave  the  table  for  play 
without  eating  their  breakfast  any  more  than  a 
man  should  start  his  day's  work  on  an  empty, 
stomach. 


26          THE  CHILD  FROM  TWO  TO  SEVEN 

The  first  thing  to  do  then  is  to  be  sure  that 
all  rules  of  right  living  are  being  followed. 
There  should  be  no  eating  between  meals;  this 
means  no  fruit,  candy,  bread,  milk — nothing 
should  be  allowed  between  meals  except  plenty 
of  water.  On  the  other  hand,  if  the  condition 
is  reversed,  and  the  child  is  hungry  and  eats 
well  at  every  meal  and  wants  a  glass  of  milk 
about  3.00  or  4.00  P.  M.,  there  can  be  no  objec- 
tion to  such  addition  to  the  diet. 

Children  must  have  plenty  of  fresh  air;  lack- 
ing this,  both  in  and  out  of  doors,  is  a  very 
common  cause  of  lack  of  appetite.  They  must 
also  have  plenty  of  sleep;  from  twelve  to  four- 
teen hours  at  night  and  an  hour  or  two  during 
the  day  is  about  right. 

If  such  rules  are  carefully  followed  most 
healthy  children  will  be  ready  for  each  of  the 
three  meals.  If  in  addition  to  careful  regula- 
tion of  habits,  a  few  words  of  explanation  is 
given  at  some  suitable  moment  as  to  why 
breakfast  should  be  eaten  before  starting  for 
play  or  school,  the  meal  will  frequently  be 
eaten  without  protest. 

With  some  such  training  as  here  outlined 
children  will  learn  what  is  wholesome  and 
nutritious,  and  will  gradually  develop  a  liking 
for  simple,  substantial  food  which  will  remain 
with  them  all  their  lives.  On  the  other  hand, 
unless  some  gentle  firmness  is  brought  to  bear 
in  these  matters,  children  are  apt  to  acquire 


FOOD  FOR  BODY  BUILDING  27, 

likes  and  dislikes  in  regard  to  food,  and  irregu- 
lar habits  of  living  which  will  not  only  become 
a  source  of  much  annoyance,  but  will  also  result 
in  under  nourished  and  weak  bodies  later  in 
life.  f  It  must,  also  be  remembered  that  this 
early~~home  training  in  the  fundamentals  of 
right  living  is  the  foundation  of  the  child's  edu- 
cation, and  no  amount  of  later  training  can 
make  up  for  any  lack  of  it  during  these  early 
yearsN 

FOOD  FOR  GROWING  CHILDREN 

It  has  been  proven  that  human  beings  thrive 
best  on  a  mixed  diet  of  animal  and  vegetable 
foods  because  from  such  a  diet  is  obtained  the 
materials  needed  by  the  body  for  growth  and 
repair. 

A  carefully  chosen  diet  is  one  which  supplies 
all  these  materials  in  right  proportion  in  order 
that  the  growing  child  will  lack  none  of  the 
essential  food  substances.  Before  giving  diet 
lists  and  schedules  for  feeding  children  at  differ- 
ent ages  during  the  pre-school  period,  it  will 
be  well  to  consider  some  of  the  most  important 
foods  for  growing  children. 

MILK 

First  and  foremost  must  be  mentioned  milk. 
No  food  can  take  the  place  of  milk  in  the 
feeding  of  children.  When  parents  commence 


28          THE  CHILD  FROM  TWO  TO  SEVEN 

to  dilute  milk  with  cocoa,  tea  and  coffee  they 
are  depriving  the  children  of  the  best  body- 
building food,  and  feeding  them  chaff.  To  be 
sure,  cocoa  is  a  valuable  food,  and  is  not  to 
be  compared  with  tea  and  coffee,  which  have 
no  food  value,  and  should  under  no  circum- 
stances be  given  to  children,  but  cocoa  can 
never  take  the  place  of  milk  as  a  body-builder. 

Milk  is  the  most  perfect  food  for  children. 
No  one  food  contains  to  such  a  degree  all  the 
elements  needed  for  the  growing  body.  Every 
child  needs  a  pint  and  a  half  to  a  quart  of 
pure,  clean  milk  every  day  in  the  year.  A 
greater  part  of  this  is  usually  given  a  glassful 
at  meals  or  served  with  cereals. 

Milk  is  often  classed  with  water,  tea  or  coffee 
as  a  beverage  by  those  who  do  not  understand 
its  food  value.  This  is  a  serious  mistake,  and 
one  which  frequently  causes  trouble;  milk  is 
often  used  as  a  beverage  between  meals  and 
causes  indigestion  and  constipation.  Usually 
it  should  be  given  only  at  mealtimes,  the  one 
exception  being  when  a  glass  of  milk  is  given 
once  between  breakfast  and  dinner  or  dinner 
and  supper,  when  the  child  is  really  hungry. 

Some  children  especially  fond  of  milk  will 
drink  a  whole  glass  of  milk  at  once  at  the 
beginning  of  the  meal  and  then  refuse  to  take 
sufficient  other  food.  It  is  best  for  them  to 
take  it  a  sip  at  a  time,  or  near  the  end  of 
the  meal. 


FOOD  FOR  BODY  BUILDING  29 

Cow's  milk  should  not  only  be  pure,  but  the 
fresher  it  is,  and  the  less  handling  it  has  con- 
sistent with  cleanliness  and  keeping1  it,  the 
better.  Fresh,  clean,  raw  or  unheated  milk  is 
an  ideal  food  for  children,  but  if  there  is  the 
slightest  doubt  about  its  freshness  and  cleanli- 
ness, it  should  be  pasteurized.  In  the  large  cities 
where  the  milk  has  been  transported  long  dis- 
tances, ordinary  raw  milk  is  unsafe.  It  is  pos- 
sible, however,  to  buy  safe,  unheated  milk,  and 
whenever  it  is  available  it  should  be  given  to 
children. 

When  safe  raw  milk  is  not  obtainable  pas- 
teurized milk  should  be  used.  Milk  is  pasteur- 
ized when  heated  to  155°  F.  for  thirty  minutes. 
This  process  destroys  99  per  cent  of  the  bac- 
teria or  germs  in  milk,  and  delays  its  souring. 
Milk  thus  heated  is  not  sterile,  and  will  not 
keep  unless  quickly  chilled  and  kept  chilled 
until  used;  it  should  be  used  within  36  hours 
after  pasteurization. 

Goat's  milk  is  excellent  for  children  when 
obtainable.  If  good  raw  or  pasteurized  milk 
cannot  be  obtained,  fresh  evaporated  or  dried 
milk  may  be  used,  but  such  milks  do  not  con- 
tain the  growth  promoting  elements  as  do  fresh 
cow's  milk,  and  other  foods  like  fresh  eggs, 
animal  broths,  green  vegetables,  and  fresh  fruit 
like  the  orange,  must  be  added  to  the  diet,  in 
order  that  children  shall  not  suffer  from  lack 
of  proper  nourishment. 


30         THE  CHILD  FROM  TWO  TO  SEVEN 

CEREALS 

Cereals  are  useful  foods  for  children  if  prop- 
erly cooked  and  not  used  in  excess,  or  to  the 
exclusion  of  other  necessary  food.  The  dry  or 
ready  to  serve  cereals  are  not  as  valuable  as 
those  cooked  at  home.  Because  a  child  is  fond 
of  cereal  it  should  not  constitute  the  whole 
meal.  The  coarse  cereals  are  to  be  preferred 
for  children  who  are  constipated.  Oatmeal 
when  thoroughly  cooked  is  the  best,  but  it  is 
well  to  have  two  or  three  kinds  on  hand  for 
variety. 

Cereals  should  be  served  with  very  little 
sugar.  If  too  much  sugar  is  used  children  are 
apt  to  eat  too  much,  and  too  little  of  other 
needed  food.  Cereals  should  be  well  salted,  and 
not  over  a  small  teaspoon  of  sugar  served  with 
a  saucer  of  cereal. 

Cereals  are  very  frequently  insufficiently 
cooked;  they  should  be  cooked  much  longer 
than  is  usually  stated  on  the  packages.  Most 
of  the  grains,  such  as  oatmeal,  rice,  cornmeal, 
hominy  and  wheaten  grits,  require  at  least 
three  hours  cooking  in  a  double  boiler.  Wheat- 
ina,  cream  of  wheat  and  farina  should  be 
cooked  at  least  one  hour. 

The  fireless  cooker  provides  an  excellent 
means  of  cooking  cereals,  especially  oatmeal, 
hominy  and  rice,  which  require  long  cooking. 
Cooked  in  this  way  the  grains  retain  more  of 
their  flavor  and  are  softer. 


FOOD  FOR  BODY  BUILDING  31 

EGGS 

Eggs  are  especially  valuable  as  a  food  for 
children.  They  must  be  fresh  and  only  slightly 
cooked.  They  are  best  served  soft  boiled, 
poached  or  coddled,  though  they  may  be  scram- 
bled with  milk  for  older  children  if  not  over- 
cooked. Fried  eggs  should  not  be  given  to 
children.  Eggs  seldom  cause  indigestion  or 
biliousness  if  cooked  in  the  ways  here  men- 
tioned, and  there  are  very  few  children  who 
cannot  eat  them.  Certainly  parents  should 
consider  most  carefully  before  depriving  chil- 
dren of  such  a  nutritious  food. 

Children  often  acquire  food  dislikes  from 
observation  of  other  people;  they  learn  by  imi- 
tation; if  they  do  not  hear  anybody  mention 
a  dislike  for  eggs  or  milk,  or  any  other  whole- 
some food,  they  will  usually  eat  whatever  is 
placed  before  them  without  question. 

BREAD,  CRACKERS  AND  CAKES 

Well  baked  bread  and  thoroughly  cooked 
cereals  with  milk  should  make  up  a  large  part 
of  the  diet  of  children.  As  children  are  apt  to 
swallow  bread  without  much  chewing,  bread  two 
to  three  days  old  is  to  be  preferred  to  that  just 
from  the  oven.  Cut  thin  and  dried  crisp  in  the 
oven,  children  will  learn  to  chew  it,  and  when 
soaked  in  milk  is  less  apt  to  cause  indigestion 
than  new  bread.  Unsweetened  zweiback  is 
also  useful. 


32         THE  CHILD  FROM  TWO  TO  SEVEN 

It  is  a  mistake  to  give  children  white  flour 
bread  only.  Oatmeal,  graham,  whole  wheat 
and  cornmeal  flours  may  be  used  in  varying 
quantities  to  make  delicious  breads  which  not 
only  offer  some  variety  in  the  diet,  but  also 
assist  in  regulating  the  bowels,  and  provide  the 
body  with  certain  needed  material. 

Oatmeal  and  graham  crackers  are  useful  in 
feeding  children,  but  should  be  given  only  at 
mealtimes.  Buckwheat  and  other  griddle-cakes, 
hot  breads  or  fresh  sweet  cakes  should  not  be 
given  to  children  until  they  reach  the  age  of 
eight  or  nine  years.  Spongecake  two  days  old 
and  plain  cookies  may  be  given  at  the  evening 
meal  occasionally. 

BUTTER,   CREAM   AND   OTHER   FATS 

Butter,  or  milk  fat,  and  cream,  which  is  rich 
in  milk  fat  and  other  nutritious  substances  of 
milk,  are  both  valuable  foods.  There  is  at  least 
two  and  one-half  tablespoonfuls  of  fat  in 
a  quart  of  good  milk.  If  a  healthy  child  is 
given  a  quart  of  milk  per  day,  has  butter  on 
bread,  and  a  small  portion  of  meat  or  an  egg 
once  a  day,  this  is  sufficient  fat  and  in  whole- 
some form.  Therefore,  it  is  not  best  to  give 
other  fatty  foods  such  as  pastry,  doughnuts  or 
rich  cakes,  fried  meats  and  vegetables,  for  in 
these  the  fat  is  not  in  suitable  form  for  chil- 
dren. 

It  is  best  not  to  give  butter  to  children  during 
the  first  two  years,  but  commencing  with  the 


FOOD  FOR  BODY  BUILDING  33 

third  year  it  may  be  used  in  small  amount  until 
children  become  accustomed  to  its  use. 

Cream  should  be  used  with  some  care,  espe- 
cially with  young  children.  An  ounce  of  thin 
cream  may  be  used  on  cereal,  but  good  milk 
serves  as  well,  except  occasionally  when  a  child 
is  constipated,  a  small  amount  may  be  useful. 
It  should  be  remembered,  however,  that  too 
much  fat  may  cause  constipation,  as  shown  by 
dry  and  putty-colored  stools. 

BROTHS   AND    SOUPS 

Beef  or  chicken  broth  may  be  given  to  young 
children.  Most  plain  broths  are  allowable,  and 
are  made  more  nutritious  by  thickening  with 
rice  and  barley. 

Vegetable  purees  of  spinach,  potato  or  celery 
made  with  milk  are  useful  after  three  years 
of  age,  and  those  containing  peas  and  beans  are 
valuable  additions  to  the  diet  after  five  years. 
It  is  best  to  withhold  tomato  soup  until  chil- 
dren are  older. 

MEAT  AND  FISH 

Children  of  two  years  and  over  need  some 
meat,  at  least  every  other  day,  and  the  days 
when  no  meat  is  given  an  egg  should  be  given 
instead.  If  for  any  reason  meat  is  omitted 
from  the  child's  diet,  special  care  must  be  taken 
to  provide  some  other  protein  food  to  take  its 
place,  preferably  an  extra  amount  of  milk  or 
eggs. 


34          THE  CHILD  FROM  TWO  TO  SEVEN 

The  best  meats  for  young  children  are  beef- 
steak, lamb  chop,  roast  lamb,  roast  beef,  chick- 
en, and  certain  fish,  such  as  sole,  shad,  bass  and 
butter  fish.  When  children  reach  the  age  of 
five  or  six  years,  a  small  quantity  of  breakfast 
bacon  may  be  allowed. 

Broiling  and  roasting  are  the  best  methods 
of  preparing  tender  meats  for  children.  The 
tougher  cuts  of  meats  should  be  stewed  or  pre- 
pared in  a  fireless  cooker,  or  first  chopped  and 
then  broiled.  Most  meats  should  be  rare,  and 
either  scraped,  chopped  or  ground  fine,  as  chil- 
dren will  not  chew  food  thoroughly.  Fried  or 
cold  meats  require  much  chewing,  and  should 
not  be  given  to  children.  Every  effort  should 
be  made,  however,  to  teach  children  to  chew 
their  food. 

A  tablespoonful  of  any  one  of  these  meats 
may  be  given  once  a  day,  or  every  other  day, 
at  the  mid-day  meal. 

MEAT  STEWS 

Stews  made  from  meats  and  vegetables  offer 
a  large  variety  of  appetizing  dishes,  and  have 
the  advantage  of  being  economical  as  well  as 
nourishing.  The  lower  priced  cuts  may  be 
used  provided  they  are  made  tender  by  long, 
slow  cooking.  Potatoes  and  carrots  may  be 
cut  in  small  pieces  and  added  to  stews,  and 
rice,  barley,  macaroni,  and  crusts  of  stale  bread 
or  toast  may  be  used  for  variety. 


FOOD  FOR  BODY  BUILDING  35 

MEATS  NOT  ALLOWED 

Ham,  pork,  sausage,  kidney,  liver,  game  and 
all  dried  or  salt  meats;  also  mackerel  and 
halibut  are  best  withheld  until  children  are  ten 
years  of  age. 

Thickened,  rich  gravies  are  not  digested 
easily,  and  only*  a  very  small'  quantity  should 
be  given  children.  The  fresh,  red  beef  juice, 
however,  from  a  roast  is  nutritious  and  bene- 
ficial; several  teaspoonfuls  of  this  may  be  added 
to  the  meat  and  potato  on  a  child's  plate. 

VEGETABLES 

if 

Vegetables  are  an  important  but  often  a 
neglected  part  of  a  child's  diet.  They  supply 
iron,  lime  and  other  mineral  matter  having 
blood  enriching  and  bone  building  qualities. 
They  should  be  served  at  least  once  a  day  as 
they  tend  to  prevent  constipation.  To  accus- 
tom the  child  to  unfamiliar  vegetables  they 
may  be  used  for  flavoring  broths  and  stews. 
White  potatoes  are  used  every  day,  but  should 
not  be  given  in  excess.  Some  children  like 
potatoes  so  well  that  they  eat  a  whole  plateful, 
and  leave  other  needed  food.  Potatoes  should 
be  thoroughly  cooked  by  baking  or  boiling. 

Of  the  green  vegetables  the  best  are  spinach, 
asparagus  tips,  peas,  string  beans,  young  lima 
beans  well  mashed,  stewed  carrots,  young  beets, 
celery  and  squash.  Baked  sweet  potato,  cauli- 


36          THE  CHILD  FROM  TWO  TO  SEVEN 

flour  and  boiled  onions  may  be  given  in  mod- 
erate amount  after  the  sixth  year.  The  young 
and  tender  parts  of  lettuce  and  celery  are  allow- 
able; they  should  be  slightly  salted  and  the 
celery  cut  into  fine  bits.  A  satisfactory  way 
of  serving  these  is  in  sandwiches,  the  bread 
and  vegetable  being  chewed  together. 

All  vegetables,  whether  served  raw  or  cooked, 
should  be  washed  with  much  care,  potatoes, 
carrots  and  parsnips  being  scrubbed  with  a 
brush.  Greens  should  be  washed  leaf  by  leaf 
in  running  water  whenever  possible. 

COOKING  VEGETABLES 

Most  •  vegetables  should  be  either  steamed, 
baked,  boiled  or  stewed.  Green  vegetables 
should  be  cooked  until  tender.  Spinach  needs 
to  be  cooked  twenty  to  thirty  minutes,  prefer- 
ably steamed,  as  it  loses  much  less  of  its  valu- 
able qualities  than  when  boiled.  It  is  almost 
impossible  to  cook  vegetables  too  much  for 
children. 

Simple  methods  of  preparing  vegetables  are 
preferable  to  the  more  complicated  frying  or 
scalloping.  For  the  smallest  children  vegetables 
like  greens  should  be  finely  chopped,  and  if  the 
skins  of  green  peas  or  lima  beans  are  found  to 
disagree,  they  can  be  put  through  a  sieve. 

When  first  given  to  children  the  amount  of 
vegetable  should  not  be  over  two  tablespoon-^ 
fuls.n. 


FOOD  FOR  BODY  BUILDING  37 

Radishes,  onions,  cucumbers  or  tomatoes 
should  not  be  given  to  children,  and  corn,  old 
beets,  cabbage  or  egg  plant  should  not  be  al- 
lowed until  the  child  has  passed  the  ninth  year. 
Vegetables  in  salads  are  more  difficult  to  digest, 
and  are  best  withheld  from  young  children. 

FRUITS 

Fruits  are  an  exceedingly  valuable  part  of  the 
child's  diet.  They  are  particularly  useful  for 
their  laxative  qualities;  they  also  supply  mild 
acids  and  mineral  elements  required  by  the 
body.  It  is  important  that  fruits  should  be 
selected  and  used  with  some  care,  especially  in 
cities. 

Up  to  five  years  of  age  usually  only  the 
juices  of  fresh  fruits  and  the  pulp  of  cooked 
fruits  should  be  used.  The  juice  from  sweet 
oranges  is  best,  but  the  juice  from  fresh  grape- 
fruit, peaches,  strawberries  and  raspberries, 
may  also  be  used,  care  being  taken  to  strain 
away  all  seeds. 

Of  the  cooked  fruits  stewed  or  baked  apples, 
prunes,  peaches  and  apricots  are  the  best.  After 
the  fifth  year  the  soft  pulp  of  the  orange  or 
grapefruit  may  be  given  at  mealtime,  and  by 
the  seventh  year  a  small  amount  of  apple  or 
banana  may  be  given  with  the  meal.  No  fruits 
should  be  allowed  between  meals. 

Special  care  should  be  taken  in  the  selection 
of  fruit  for  children  during  hot  weather,  and 


I ;.}  ii'  <i ;. 


38         THE  CHILD  FROM  TWO  TO  SEVEN; 

at  this  time  it  should  be  used  with  greater  care, 
particularly  with  children  subject  to  indigestion. 
If  there  is  a  tendency  to  looseness  of  the  bowels 
or  frequent  attacks  of  pain  in  the  bowels  or 
stomach,  fruit  should  be  avoided.  Fruit  is  best 
given  at  the  mid-day  meal  as  a  dessert  after 
the  hearty  food  is  eaten. 

DESSERTS  AND  SWEETS 

Over  indulgence  in  sweets  is  one  of  the  most 
common  causes  of  stomach  and  intestinal  dis- 
orders in  children  over  two  years  of  age.  Dur- 
ing the  years  from  two  to  six  children  will 
thrive  much  better  if  they  are  given  only  junket, 
cornstarch  pudding,  plain  rice,  baked  custard, 
and  once  a  week  a  moderate  amount  of  ice 
cream.  The  fruits  used  as  already  described 
are  excellent  for  dessert. 

Pies,  tarts,  doughnuts,  jams,  preserved  fruits, 
nuts,  candy,  and  dried  fruits  unless  thoroughly 
cooked,  are  not  desirable  foods  for  children. 
Because  children  like  sweets  is  no  reason  for 
indulging  such  cravings.  Children  should  be 
trained  to  obedience  and  self-control.  The  re- 
sults of  indulgence  in  sweets  are  constantly 
evident  in  pale,  sickly  looking  children. 

Desserts  and  sweets  should  be  withheld  until 
all  hearty  food  on  the  child's  plate  is  eaten.  No 
child  can  be  well  for  very  long  who  is  allowed 
to  indulge  in  fruit,  candy,  ice  cream  and  soda 
between  meals.  If  allowed  at  all  the  best  kind 


FOOD  FOR  BODY  BUILDING  39 

is  a  small  piece  of  pure  maple  sugar  or  plain 
stick  candy  given  not  oftener  than  twice  a  week 
at  dinner  with  a  dessert  that  is  not  too  sweet. 

FEEDING  DURING  THE  SECOND  YEAR 

During  the  first  year  of  life  children  are 
nourished  almost  exclusively  on  milk,  except 
that  in  the  latter  half  of  the  year  the  follow- 
ing foods  are  added  to  the  diet:  Fruit  juices, 
cereal  gruels  and  beef  juice  are  added  very 
gradually  until  during  the  twelfth  month  the 
child  is  having  small  amounts  of  soft  cooked 
eggs,  spinach  and  toast. 

During  the  first  half  of  the  second  year  the 
gruel  is  gradually  removed  from  the  milk  until 
at  the  fifteenth  month  undiluted  whole  milk 
is  given,  and  milk  forms  a  large  part  of  the 
child's  diet.  At  the  same  time  cooked  cereals 
are  added  to  the  diet,  and  by  the  eighteenth 
month,  if  most  of  the  teeth  are  present,  a  tea- 
spoonful  of  rare,  ground-up  beef  with  a  small 
amount  of  baked  potato  with  the  red  fresh  beef 
gravy  may  be  added  to  the  diet. 

During  the  last  half  of  the  second  year  the 
following  foods  are  added  to  the  diet :  Soft 
pulp  of  prune  and  baked  apple,  thoroughly 
cooked  carrots,  fresh  green  peas,  small  serv- 
ings of  tender  roast  beef  and  lamb  chop,  finely 
ground  or  chopped. 

During  the  second  year  most  children  will 
require  five  meals.  Some  children  will  sleep 


40          THE  CHILD  FROM  TWO  TO  SEVEN 

from  6  P.  M.  to  6  A.  M.,  but  unless  given  a 
feeding  at  10  P.  M.,  others  are  apt  to  wake 
too  early  in  the  morning 

It  is  advisable  to  prepare  the  milk  for  the 
entire  day  at  one  time  as  soon  as  possible  after 
it  is  delivered  in  the  morning.  When  only  plain 
milk  is  used  the  quantity  needed  for  each  feed- 
ing is  put  into  a  separate  bottle,  the  milk  pas- 
teurized or  not  as  necessary,  and  placed  on  the 
ice.  This  avoids  disturbing  the  day's  supply 
of  milk  every  time  the  child  is  fed. 

During  the  thirteenth  and  fourteenth  month 
the  milk  is  diluted  with  gruel  made  from  bar- 
ley, wheat  or  oatmeal  flour.  Oatmeal  gruel  is 
somewhat  more  laxative  than  the  others,  and 
is  useful  when  a  child  is  constipated.  It  is  best 
to  prepare  the  food  for  the  entire  day  at  one 
time.  The  amount  of  each  ingredient  required, 
is  shown  in  the  following  formula: 

Boiled  water  11  ounces 

Flour   6  level  tablespoonfuls 

Milk  Sugar 3  level  tablespoonfuls 

Milk    34    ounces 

The  flour  is  slowly  stirred  into  the  water 
until  completely  dissolved  and  cooked  thirty 
minutes.  As  it  boils  it  will  be  necessary  to  add 
•water,  so  that  when  the  gruel  is  cooked  there 
will  be  eleven  ounces  in  all.  Before  removing 
from  the  fire  the  milk  sugar  is  thoroughly 
stirred  into  the  gruel ;  it  should  then  be  allowed 
to  cool,  when  the  milk  may  be  added  and  thor- 


FOOD  FOR  BODY  BUILDING  41 

oughly  mixed  with  the  gruel  and  sugar  solution. 
Many  children  do  quite  as  well  when  white 
finely  granulated  sugar  is  used  instead  of  milk 
sugar,  but  it  should  be  remembered  that  only 
half  as  much  cane  sugar  should  be  used,  and 
for  many  children  one  tablespoonful  to  the 
forty-five  ounce  mixture  will  be  ample. 

DIET   FOR  AVERAGE   HEALTHY   CHILD   DURING 
THIRTEENTH  AND  FOURTEENTH  MONTHS 

6.30  A.  M.  Eight  to  ten  ounces  of  the  milk 
and  gruel  food;  after  thirteenth 
to  be  taken  from  cup  or  spoon. 

9.00  A.  M.     Orange  juice,  two  to  four  table- 
spoonfuls  in  a  little  water. 
10.00  A.  M.     Eight    to    ten    ounces    milk    and 
gruel  food. 

2.00  P.  M.  Beef  juice,  one  or  two  ounces; 
green  vegetable,  one  tablespoon- 
ful, prepared  as  described  under 
subject  of  "Vegetables".  Crisp 
toast,  thin  slice;  milk  and  gruel 
food,  five  ounces  from  cup. 

6.00  P.  M.     Eight    to    ten    ounces    milk    and 

gruel  food. 

10.00  P.  M.  Eight  to  ten  ounces  of  milk  and 
gruel  food;  may  be  taken  from 
bottle. 

WEANING   CHILDREN   FROM   THE   BOTTLE 

Efforts    to    wean    children    from    the    bottle 
should     commence     before     they     are     twelve 


42          THE  CHILD  FROM  TWO  TO  SEVEN 

months  old.  They  can  usually  be  trained  to 
take  food  from  cup  or  spoon  at  this  time  if 
some  care  and  patience  are  given  to  the  matter. 
The  10.00  P.  M.  feeding  may  be  taken  from  the 
bottle  as  long  as  this  feeding  is  continued. 

SCHEDULE  FOR  FEEDING  HEALTHY  CHILDREN   FROM 
FIFTEENTH   TO  EIGHTEENTH    MONTH    INCLUSIVE. 

6.30  to  7  A.   M.     Warm   milk   eight   ounces, 

taken  from  cup. 
9.00  A.  M.     Fruit  juice,  one  to  three  ounces. 

10.00  to  10.30  A.  M.  Two  tablespoonfuls  oat- 
meal, cream  of  wheat  or  corn- 
meal  cereal  with  one  ounce  of 
thin  cream,  or  two  ounces  of  milk, 
salted,  but  no  sugar.  Dry  toast, 
zweiback  or  dried  bread;  warm 
milk,  five  to  six  ounces. 

2.00  P.  M.  Beef  juice  two  ounces,  one  soft 
boiled  egg,  and  one  small  thor- 
oughly cooked  baked  potato. 
Water,  but  no  milk  to  drink. 

Another  Day:  Lamb  or  chicken  broth,  five  to 
six  ounces,  in  which  is  thoroughly 
cooked  rice;  one  tablespoonful  of 
green  vegetable;  thin  slice  dry 
toast;  water,  but  no  milk. 

Another  Day:  If  most  of  teeth  are  present, 
rare  scraped  beef,  one  teaspoonful 
at  first,  increased  gradually  to 
three;  small  baked  potato  with 
red  dish  gravy  from  the  fresh 


FOOD  FOR  BODY  BUILDING  43 

beef;  crisp  dry  toast,  one  slice; 
no  milk. 

6.00  P.  M.  One  of  the  light  cereals  such  as 
cream  of  wheat,  malted  break- 
fast food  or  wheatina,  cooked  at 
least  one  hour,  two  to  three  table- 
spoonfuls,  with  milk;  no  sugar. 
Warm  milk  to  drink  five  to  six 
ounces. 
10.00P.M.  Warm  milk,  six  to  eight  ounces. 

DIET  FROM   NINETEENTH  TO  TWENTY-FOURTH 
MONTH    INCLUSIVE 

Most  children  can  now  be  trained  to  go  from 
6.00  P.  M.  to  6.30  A.  M.  without  food,  and  will 
sleep  better  than  when  given  food  at  10.00  P.  M. 
The  schedule  for  the  day's  meals  should  be 
about  as  follows: 
6.30  to  7.00  A.  M.  Eight  to  ten  ounces  of 

warm  milk  given  from  cup. 
9.00  A.  M.  Fruit  juice,  two  to  three  ounces. 
10.00  to  10.30  A.  M.  Any  cereal  mentioned  in 
previous  schedule,  three  table- 
spoonfuls,  cooked  and  salted  as 
already  described,  with  an  ounce 
of  thin  cream,  or  two  ounces  of 
milk,  but  without  sugar.  Crisp 
toast,  dry  bread  or  zweiback,  and 
cup  of  warm  milk. 

2.00  P.  M.     One   soft  boiled  or  poached  egg, 
small   baked  potato,   fresh  green 


44         THE  CHILD  FROM  TWO  TO  SEVEN 

peas  or  stewed  carrots,  mashed 
and  strained,  a  level  tablespoon- 
ful;  prune  pulp  or  baked  apple, 
one  to  two  tablespoonfuls;  water 
to  drink,  but  no  milk. 

Another  Day:  Broth  four  ounces,  and  a  level 
tablespoonful  of  finely  scraped 
or  ground  rare  beef,  steak,  lamb 
chop  or  roast  beef;  small  thor- 
oughly cooked  baked  potato,  or 
two  tablespoonfuls  boiled  rice 
cooked  until  very  soft.  Stewed 
carrots  or  fresh  green  peas, 
mashed  and  strained,  one  level 
teaspoonful.  Pulp  of  baked  apple 
or  stewed  prunes,  one  to  two 
tablespoonfuls.  No  milk. 

6.00  P.  M.  Cream  of  wheat  or  farina  cooked 
one  hour,  or  boiled  rice,  three 
tablespoonfuls,  served  with  milk 
or  thin  cream,  but  without  sugar; 
warm  milk  to  drink,  six  to  eight 
ounces. 
6.00  P.  M.  Another  Day:  Milk  toast  and  cup 

of  milk. 
Another  Day:     Dried  bread  and  ten  to  twelve 

ounces  of  warm  milk. 

It  is  best  not  to  give  the  stewed  fruit  until 
all  the  hearty  food  is  eaten.  If  children  are  al- 
lowed to  choose  they  are  apt  to  eat  the  fruit 
first  and  then  eat  but  a  small  portion  of  hearty 


FOOD  FOR  BODY  BUILDING  45 

food.  Those  having  feeble  digestion  will  do  bet- 
ter if  given  only  the  fruit  juices. 

Children  should  be  given  water  freely  be- 
tween meals,  especially  in  hot  weather.  Sweet 
soda  waters  and  other  iced  drinks  are  very  apt 
to  cause  indigestion,  and  children  are  much 
better  without  them.  During  the  first  two  or 
three  years  water  given  to  children  should  be 
boiled  and  then  cooled.  If  there  is  the  slight- 
est doubt  about  the  purity  of  water,  it  is  best 
to  boil  it,  even  for  older  children. 

Some  children  do  not  ask  for  water,  and  in 
winter  they  are  apt  to  drink  too  little.  It  is 
well  to  give  them  water  two  or  three  times 
between  meals  in  quantities  of  one  to  four 
ounces,  depending  upon  the  age. 

All  children  need  watching  lest  they  wash 
down  their  food  with  copious  drinks  of  water. 
Very  little  should  be  allowed  with  the  meals, 
especially  at  breakfast  and  supper,  when  the 
glass  of  milk  is  given. 

DIETARY    FOR    CHILDREN    FROM   THIRD    TO 
SIXTH  YEAR  INCLUSIVE 

No  food  of  any  kind  should  be  given  at  10 
P.  M.  after  the  second  year.  Three  regular 
meals  should  now  be  given,  and  a  cup  of  milk 
with  a  cracker  or  bread  and  butter  once,  either 
between  breakfast  and  dinner,  or  between  din- 
ner and  supper,  whichever  is  the  longest  inter- 
val. Water  may  be  given  freely  between  meals. 


46          THE  CHILD  FROM  TWO  TO  SEVEN 

The  most  common  mistake  made  in  feeding 
children  of  this  age  is  to  give  too  much  potato, 
bread,  cereal  and  dessert,  and  not  enough  green 
vegetables  and  meat.  The  best  way  is  to  bal- 
ance the  diet  so  that  a  child  will  receive  every 
day  at  least  one  from  each  of  the  food  groups 
described  in  preceding  pages,  in  order  that  all 
the  elements  needed  for  body-building  may  be 
provided. 

The  following  combinations  arranged  for 
each  meal  are  simple,  easily  prepared,  and  if 
properly  cooked  should  taste  good,  as  well  as 
-qive  some  variety. 

BREAKFASTS:  7.00  to  7.30  A.  M.  Oatmeal 
•or  rolled  oats,  three  tablespoonfuls,  served  with 
milk  or  thin  cream  and  a  half  teaspoonful  of 
sugar;  (if  the  cereal  is  too  heavily  sweetened 
children  are  apt  to  eat  too  much  cereal  and 
leave  other  needed  food.)  Bread  and  butter; 
cup  of  milk;  pulp  of  baked  apple. 


Soft  cooked  egg,  coddled,  boiled  or  poached; 
toast  and  butter;  orange  juice  until  after  third 
year,  then  soft  pulp  of  orange;  cup  of  milk. 


Cornmeal  mush  and  milk;  bread  and  butter; 
stewed  prunes;  cup  of  milk. 


Egg  scrambled  lightly  with  milk;  tcast  and 
butter;  apple  sauce;  cup  of  milk. 


FOOD  FOR  BODY  BUILDING  47 

DINNERS:  12:30  to  1.00  P.  M.  Roast  beef 
cooked  rare,  one  tablespoonful  finely  chopped; 
small  to  medium  sized  baked  potato;  spinach, 
one  or  two  tablespoonfuls,  depending  upon  age 
of  child;  dessert,  simple  jello  with  slice  bread 
and  butter,  water  to  drink,  but  no  milk. 


Lamb  stew  with  carrot  and  potato  thoroughly 
cooked  and  in  small  pieces;  meat  finely  divided; 
toast;  farina  pudding;  water,  no  milk. 


Boiled  fresh  fish,  finely  chopped,  one  to  two 
tablespoonfuls,  simple  egg  sauce;  mashed  po- 
tato, two  tablespoonfuls;  fresh  string  beans 
thoroughly  cooked,  one  to  two  tablespoonfuls. 
Dessert,  thoroughly  cooked  prunes,  the  pulp  of 
four  or  five.  

Creamed  potatoes;  green  peas,  thoroughly 
cooked  and  put  through  sieve,  one  to  two  table- 
spoonfuls;  apple  sauce;  bread  and  butter. 

SUPPERS:  6.00  P.  M.  Graham  bread,  two 
days  old  and  cup  of  milk;  apple  sauce;  simple 
cup  cake.  

Baked  rice  and  cup  of  milk.     Baked  custard. 


Potato-milk    broth;    toast    and    butter;    soft 
pulp  of  stewed  prunes. 


Milk  toast;  stewed  peaches;  cup  of  milk. 
Spinach-milk  broth;  toast;  baked  apple. 


48 


Many  other  combinations  can  be  arranged. 
Milk  and  various  dishes  made  from  milk  should 
constitute  a  large  part  of  any  diet  for  children, 
such  as  milk  and  vegetable  soups  made  from 
potato,  peas,  carrots,  beans,  celery,  spinach  and 
asparagus.  Then  there  are  the  cereal  milk 
puddings  made  with  milk  and  bread,  rice,  corn- 
meal,  and  other  cereal  food,  all  of  which  fill  a 
very  important  place  in  the  feeding  of  children. 

WHEN  THE   CHILDREN  HAVE   INDIGESTION 

If  careful  training  in  the  fundamentals  of 
right  living  is  faithfully  carried  out  as  sug- 
gested in  the  first  part  of  this  chapter,  children 
will  have  very  little  indigestion,  and  much  less 
illness  in  other  ways.  It  has  been  very  fre- 
quently observed  that  when  bad  habits  of  eat- 
ing are  corrected  other  disorders  such  as  nerv- 
ousness, constipation,  wetting  of  the  bed,  and 
disorders  due  to  intestinal  parasites  or  worms, 
are  very  much  improved,  and  often  entirely 
cured. 

ACUTE   INDIGESTION 

It  sometimes  happens  that  the  small  boy  or 
girl  gets  hold  of  food  unsuitable  for  the  age, 
or  eats  too  much,  and  will  have  an  attack  of 
vomiting  with  looseness  of  the  bowels,  some 
pain  and  fever.  It  is  important  to  remember 
that  the  vomiting  and  diarrhoea  mean  that 
nature  is  making  an  effort  to  get  rid  of  the 


FOOD  FOR  BODY  BUILDING  49 

undigested  food,  and  that  digestion  has  for  the 
time  being  ceased. 

To  help  nature  it  is  first  necessary  to  clear 
out  from  the  intestines  all  undigested  food  by 
giving  from  two  to  four  teaspoonfuls  of  castor 
oil,  depending  upon  the  age;  or,  if  this  is  not 
handy,  or  if  in  two  hours  there  has  been  no 
action  of  the  bowels,  an  enema  of  soapsuds 
may  be  given. 

No  food  of  any  kind  should  be  given  for 
twelve  to  thirty-six  hours,  depending  upon  the 
severity  of  the  attack;  then  plenty  of  boiled 
water  may  be  given,  three  to  four  tablespoon- 
fuls  of  hot  water  every  hour.  Ice-water  should 
not  be  given. 

A  return  to  the  former  diet  too  quickly  will 
surely  result  in  another  attack.  At  first,  only 
broth  skimmed  free  of  fat,  thin  gruel  made 
from  wheat  or  barley,  diluted  milk  or  whey, 
may  be  allowed.  As  improvement  begins  the 
diet  may  be  very  gradually  increased  by  giving 
a  small  piece  of  dry  toast  at  one  or  two  of  the 
feedings.  Later,  the  milk  may  be  diluted  less, 
and  in  a  few  days  milk  toast  may  be  given, 
and  then  a  fresh,  soft  boiled  egg,  but  a  week 
or  ten  days  should  elapse  before  the  child  is 
taking  a  full  diet. 

CHRONIC   INDIGESTION 

This  is  a  common  disorder  during  childhood, 
often  unrecognized,  and  extending  over  a  long 


50          THE  CHILD  FROM  TWO  TO  SEVEN 

period.  Unless  checked  it  seriously  interferes 
with  a  child's  general  health,  causing  weakness, 
marked  loss  of  weight,  and  retarded  develop- 
ment. 

There  are  certain  symptoms  which  suggest 
this  condition,  such  as  fretfulness,  disturbed 
sleep,  loss  of  appetite  or  capricious  appetite, 
grinding  of  the  teeth,  lassitude,  loss  of  weight 
and  anaemia  or  paleness.  There  is  also  apt  to 
be  some  pain  in  the  abdomen  with  distention, 
constipation,  or  looseness  of  the  bowels  with 
mucus  in  the  stools,  coated  tongue  and  foul 
breath.  Such  symptoms  are  quite  often  accom- 
panied by  worms,  but  not  necessarily  so. 

This  condition  is  usually  the  result  of  eating 
between  meals,  eating  improper  food,  such  as 
pie,  rich  puddings,  cakes,  candy,  nuts,  etc.,  not 
chewing  food  and  bolting  it  with  large  quanti- 
ties of  liquid,  and  imperfect  cooking. 

Most  of  these  children  will  recover  complete- 
ly if  parents  will  follow  the  rules  given  in  the 
first  part  of  this  chapter.  One  of  the  chief 
obstacles  in  the  way  of  recovery  is  that  parents 
are  loath  to  follow  the  simple  ways  of  living 
so  necessary  if  children  are  to  keep  well,  but 
are  apt  to  indulge  their  children  and  expect 
them  to  get  well  by  giving  medicine. 

Food  for  children  must  be  selected  with  care, 
and  they  should  not  be  allowed  to  choose  their 
own  food  and  live  on  any  single  article  of  diet. 
Because  children  eat  certain  improper  foods 


FOOD  FOR  BODY  BUILDING         ,         51 

without  making-  them  actually  ill,  does  not 
mean  that  the  practice  is  harmless.  Nature  is 
wonderfully  patient,  and  children  will  go  on  for 
some  time  perhaps  showing  only  a  slight  peev- 
ishness, some  wakefulness  at  night,  capricious 
appetite  and  paleness.  The  symptoms  come  on 
so  gradually  that  the  parents  do  not  notice 
them,  but  eventually  the  restlessness  at  night 
is  accompanied  by  "night  terrors"  or  bad 
dreams,  the  appetite  fails  altogether,  the  face 
becomes  more  and  more  pale,  the  body  thinner, 
and  some  day  the  child  has  a  convulsion.  Par- 
ents seldom  think  of  the  real  cause  of  the 
symptoms,  but  are  apt  to  think  there  is  some 
serious  disease  coming  on. 

Careful  feeding  will  do  much  for  these  chil- 
dren. Regular  meals,  no  eating  between  meals, 
care  as  to  thorough  chewing  of  food,  and  selec- 
tion of  a  simple,  well  balanced  diet  with  restric- 
tion of  sweets,  will  do  much  to  bring  the  body 
back  to  health.  If  to  such  care  is  added  the 
habit  of  retiring  for  the  night  soon  after  the 
light  supper,  and  plenty  of  fresh  air  is  provided 
day  and  night,  recovery  is  to  be  expected. 

Usually  the  condition  has  been  coming  on 
for  some  months,  but  there  will  be  marked  im- 
provement inside  of  a  month.  This  will  en- 
courage the  parents  to  continue  to  maintain 
careful  feeding  in  order  to  make  recovery  com- 
plete, and  keep  the  children  well. 


SLEEP  AND  REST 


"Heaven  trims  our  lamps  while  we  sleep." — Alcott. 


10 

n 


"Let  youth  cherish  sleep,  the  happiest  of  earthly  boons,  while 
yet  it  is  at  its  command;  for  there  cometh  the  day  to  all  when 
'Neither  the  voice  of  the  lute  nor  the  birds'  shall  bring  back  the 
sweet  slumbers  that  fell  on  their  young  eyes  as  unbidden  as  Ibt 
dews" — Bulwer-Lytton. 


CHAPTER  IV 
SLEEP  AND  REST 

However  carefully  the  diet  of  children  is 
planned  in  order  that  the  growing  body  shall 
be  provided  with  food  suitable  for  its  needs, 
our  children  will  still  suffer  from  underweight 
and  feeble  resistance  to  disease  unless  the  nerv- 
ous system  is  rested  by  an  abundance  of  sleep. 

When  children  are  overfatigued  from  loss  of 
sleep  the  whole  body  is  tired,  including  the  di- 
gestive organs.  Over  fatigue  is  one  potent 
cause  of  indigestion  and  loss  of  weight.  Suit- 
able food  and  sufficient  sleep,  two  vital  require- 
ments of  body  growth,  are  dependent  one  upon 
the  other.  Improper  feeding  results  in  indi- 
gestion and  loss  of  sleep,  while  insufficient  sleep 
is  just  as  surely  followed  by  loss  of  appetite 
and  indigestion.  Thus  it  is  that  default  in 
either  direction  defeats  our  efforts  in  body- 
building. 

At  all  stages  of  development  the  child  has 
greater  need  for  sleep  than  the  adult.  The 
nervous  system  is  very  unstable.  As  the  child 
grows  development  progresses  with  exceeding 
rapidity;  new  impressions  are  constantly  being 
received,  new  knowledge  is  being  acquired,  and 

55 


56          THE  CHILD  FROM  TWO  TO  SEVEN 

all  the  time  physical  growth  is  keeping  pace 
with  mental  development. 

Parents  and  educators  need  a  greater  appre- 
ciation of  the  fact  that  children  expend  a  vast 
amount  of  energy  and  strength  in  the  process 
of  growing.  The  importance  of  quiet,  restful 
sleep  during  infancy  and  childhood  cannot  be 
over-emphasized.  The  nervous  system  must  be 
carefully  guarded  against  over  stimulation. 
Such  care  should  commence  in  early  infancy 
and  continue  throughout  childhood. 

During  the  first  six  months  of  life,  and  in- 
deed most  of  the  first  year,  the  young  infant 
should  simply  sleep,  eat  and  grow.  At  this  time 
the  attitude  of  parents  may  well  be  that  of 
watchful  providers  of  bodily  needs,  allowing 
the  dawning  intelligence  to  unfold  itself.  So 
important  is  the  restorative  influence  of  sleep 
that  Nature  has  ordained  that  during  the  first 
six  months  of  life  the  normal  infant  shall  spend 
from  twenty  to  twenty-two  hours  out  of  the 
twenty-four  in  sleep;  during  the  second  half 
of  the  first  year  sixteen  to  eighteen  hours  is 
little  enough.  Fifteen  hours  during  the  second 
year,  and  thirteen  and  fourteen  hours  out  of 
the  twenty-four  for  the  third  and  fourth  year 
of  life,  is  not  too  much. 

After  the  first  year  most  children  do  not  have 
sufficient  sleep.  All  too  soon  the  daily  nap  is 
discontinued,  and  many  little  children  from  two 
to  six  years  of  age  are  allowed  to  sit  up  long 


SLEEP  AND  REST  57 

after  supper,  thus  shortening  the  night  hours 
of  sleep.  As  a  result  children  lose  appetite, 
have  indigestion,  become  thin,  pale,  peevish, 
restless  and  irritable. 

If  children  are  to  obtain  their  full  quota  of 
sleep,  it  is  essential  that  regular  times  for  feed- 
ing and  sleeping  be  strictly  followed  from  in- 
fancy. It  is  a  simple  matter  to  teach  children 
habits  of  regularity  if  such  training  is  com- 
menced in  early  infancy,  but  if  neglected  until 
the  second  year  it  will  be  much  more  difficult. 

After  three  or  four  months  healthy  children 
should  not  be  nursed  or  fed  between  10  P.  M. 
and  6  A.  M. 

Some  children  at  four  or  five  months  will 
sleep  from  6  P.  M.  to  6  A.  M.  without  feeding 
and  thrive  well.  At  two  years  of  age  the  10 
P.  M.  feeding  should  be  discontinued,  and  chil- 
dren will  usually  sleep  from  10  P.  M.  to  6  A.  M. 
and  thrive  better  without  night  feeding. 

The  best  time  for  the  daily  nap  is  after  the 
mid-forenoon  feeding.  The  baby  should  be 
made  comfortable  by  changing  and  loosening 
of  clothes,  put  in  bed  in  darkened  room  and 
left  alone.  If  this  is  regularly  followed  from 
the  beginning  of  a  child's  life,  most  children 
will  have  a  refreshing  nap  from  10.30  A.  M. 
until  1  P.  M. 

During  the  third  and  fourth  years  children 
need  a  daily  nap  of  one  and  a  half  to  two 
hours  in  the  latter  part  of  the  forenoon  before 


58         THE  CHILD  FROM  TWO  TO  SEVEN 

the  mid-day  meal,  and  an  unbroken  night 
of  sleep  from  6.30  P.  M.  to  6.30  or  7.30 
A.  M. 

It  is  after  the  fourth  year  that  many  children 
show  lack  of  sleep.  All  too  often  little  children 
are  allowed  to  lose  from  one  to  three  of  the 
precious  hours  of  sleep  before  midnight.  From 
the  fifth  to  the  ninth  year  most  children  who 
have  been  carefully  trained  from  infancy  will 
sleep  from  7  P.  M.  to  7  or  8  A.  M.,  and  will 
take  a  short  nap  of  thirty  to  sixty  minutes 
before  dinner,  or  sometime  in  the  afternoon. 

By  the  seventh  year  most  children  will  have 
commenced  to  attend  school,  and  to  the  strain 
due  to  rapid  development  of  body  and  mind, 
is  now  added  the  stimulation  and  stress  of 
school  life.  At  this  time  especially,  careful 
parents  will  see  that  their  children  obtain  the 
full  amount  of  sleep.  From  nine  to  fifteen 
years,  ten  hours  sleep  every  night  is  not  too 
much,  and  many  children  of  this  age  would 
derive  much  benefit  from  a  half  hour's  rest 
during  the  two  hours  between  school  sessions, 
or  an  hour  after  the  one  school  session. 

Parents  may  question  the  wisdom  of  insist- 
ing upon  the  daily  rest  period  when  children 
do  not  sleep,  but  if  it  is  remembered  that  over 
fatigue  is  exceedingly  common  in  growing  chil- 
dren, the  necessity  for  such  rest  becomes  ap- 
parent. Even  though  they  do  not  sleep  the 
rest  period  will  relax  and  quiet  the  nerves. 


SLEEP  AND  REST  59 

CONDITIONS   FAVORABLE  TO  HEALTHY  SLEEP 

Habits  of  eating  and  sleeping  formed  during 
'the  first  year  or  two  of  life  have  much  to  do 
with  children  obtaining  sufficient  sleep  in  later 
childhood.  Most  children,  given  proper  food  at 
regular  meals  and  not  between  meals,  who  have 
plenty  of  fresh  air  and  a  comfortable  bed,  will 
sleep  if  the  room  is  darkened. 

The  nervous  system  is  more  completely  re- 
laxed, sleep  more  sound  and  more  restful  in  a 
dark  room.  Children  are  so  sensitive  to  all 
impressions  that  eyes  and  brain  need  the  com- 
plete rest  which  darkness  affords.  The  habit 
of  sleeping  in  a  dark  room  is  easily  acquired 
if  children  are  trained  from  birth  to  go  to  bed 
in  a  dark  room,  and  later,  as  they  reach  the 
age  of  understanding,  they  may  be  taught  that 
the  darkness  of  night  as  well  as  the  light  of 
day,  has  a  beneficent  purpose. 

As  children  are  naturally  somewhat  timid, 
every  effort  should  be  made  to  prevent  them 
from  being  frightened,  and  to  develop  in  them 
a  spirit  of  fearlessness.  Bedtime  stories  should 
be  chosen  with  some  care;  it  is  best  to  exclude 
those  which  have  any  suggestion  of  fear,  such 
as  ghost  stories  or  fairy  tales  about  giants, 
goblins,  dragons,  bears  and  wolves.  The  child's 
imagination  is  apt  to  magnify  apparently  harm- 
less objects  into  images  of  frightful  monsters, 
and  thus  be  frightened  into  wakefulness,  and 


60          THE  CHILD  FROM  TWO  TO  SEVEN 

made  hopelessly  afraid  to  be  left  alone  in  the 
dark. 

Such  stories  may  well  be  excluded  when 
there  are  so  many  charming  stories  about  the 
birds,  the  flowers,  field  and  forest,  and  the 
wonders  of  the  heavens.  Surely  the  heavens 
gleaming  with  the  soft  light  of  the  twinkling 
stars,  and  the  brooding  stillness  of  the  coming 
night,  hold  no  suggestion  of  fear  for  a  little 
child.  It  is  so  easy  to  attract  the  child's  imagi- 
nation by  the  wonder  and  beauty  and  quiet  of 
the  night! 

Parents  frequently  remark  that  their  children 
wake  too  early  in  the  morning.  In  spring  and 
summer  when  sunrise  comes  as  early  as  four 
o'clock  in  the  morning,  children  are  apt  to  lose 
valuable  hours  of  morning  sleep  unless  the  room 
is  darkened  by  blinds.  Outside  slatted  blinds 
painted  a  dark  color,  will  admit  plenty  of  fresh 
air,  and  at  the  same  time  keep  out  bright  light. 

It  is  always  best,  even  from  earliest  infancy, 
for  a  child  to  sleep  in  a  separate  bed,  and  if 
possible,  in  an  adjoining  room  frflm  the  parents. 
There  are  sound  reasons  for  such  training;  chil- 
dren will  sleep  better  and  more  quietly;  it  will 
also  teach  them  self-reliance  so  that  they  will 
not  be  too  dependent  upon  parents,  or  be  afraid 
when  alone;  nor  will  children  be  so  apt  to  con- 
tract colds,  contagious  diseases,  or  bad  habits 
from  each  other,  if  they  sleep  alone. 

Bedrooms  should  be  thoroughly  aired  out  at 


SLEEP  AND  REST  61 

least  once  a  day,  and  at  night,  with  screens  to 
protect  the  children  from  drafts;  windows 
should  be  opened  sufficiently  to  give  an  abun- 
dance of  fresh  air;  if  the  children  have  warm 
night  clothing  and  are  well  covered,  they  will 
be  benefited  in  every  way  by  the  fresh  air. 

Sleeping  out  of  doors  is  highly  beneficial.  A 
sleeping  porch  or  even  a  screened  verandah 
may  be  used  for  this  purpose  by  children  after 
two  years,  except  in  very  cold,  stormy  weather, 
or  when  a  high  wind  is  blowing. 

SLEEPING  BAGS 

Mothers  are  often  troubled  with  the  thought 
that  the  children  may  be  uncovered  in  the  night 
and  so  contract  a  cold.  Many  mothers  have 
made  warm  sleeping  bags  for  their  children. 
It  is  not  at  all  difficult  to  make  such  a  bag.  A 
small  blanket  is  folded  in  the  middle  and  sewed 
up  at  one  end  and  on  the  other  side.  Strong 
hooks  and  eyes  or  snaps  are  arranged  at  inter- 
vals of  a  few  inches  for  fastening.  Put  a  child 
into  such  a  warm  nest  on  a  cold  night,  fasten 
the  hooks  so  as  to  hold  the  top  of  the  bag 
around  the  neck  and  shoulders,  and  the  cold 
cannot  get  in.  An  all  wool  blanket  is  best  for 
winter  use,  and  muslin  for  summer. 

With  the  child's  arms  in  the  bag,  and  the 
bag  properly  fastened  at  the  top  so  it  is  im- 
possible to  get  the  fingers  to  the  mouth,  thumb 
sucking  is  prevented.  It  is  desirable  that  the 


62         THE  CHILD  FROM  TWO  TO  SEVEN 

sleeping  bag  should  be  sufficiently  roomy  for 
the  child  to  turn  and  move  freely  about  inside. 
Tapes  are  also  fastened  to  each  of  the  lower 
corners  of  the  bag  and  tied  to  the  corners  of 
the  bed  or  crib.  Thus  fastened  loosely  in  the 
crib  or  bed,  the  child  is  covered  at  night,  and 
the  mother  need  not  be  disturbed  by  thoughts 
of  bedclothes  being  kicked  off,  or  get  up  to  see 
if  the  children  are  covered. 

CAUSES  OF  DISTURBED  SLEEP 

Sleeplessness  indicates  that  the  child  is  not 
well,  or  that  conditions  are  unfavorable  to 
sound  sleep.  It  is  entirely  unnecessary  to  rock 
or  sing  a  child  to  sleep.  Once  commenced  the 
habit  is  exceedingly  difficult  to  break,  the  child 
soon  learning  not  to  go  to  sleep  without  it. 
Equally  pernicious  is  the  habit  of  sucking  a 
rubber  nipple.  This  is  a  common  cause  of 
diseases  of  the  mouth  and  deformities  of  the 
jaw. 

The  best  way  is  to  make  the  child  comfort- 
able in  bed,  and  leave  it  alone  in  a  darkened 
room  to  go  to  sleep  by  itself.  Thus  trained 
during  the  first  year  of  life,  healthy  children 
need  no  coaxing  to  sleep  in  later  childhood. 

Indigestion  and  constipation  are  frequent 
causes  of  bad  dreams  and  wakefulness.  A  sim- 
ple, light  evening  meal  is  preferable  to  a  hearty 
dinner  at  this  time. 


SLEEP  AND  REST  63 

Lack  of  fresh  air  in  the  sleeping  room  will 
cause  children  to  be  restless  and  wakeful,  and 
to  become  pale  and  spiritless.  Insufficient  or 
too  much  bedclothing  will  also  cause  wakeful- 
ness. 

A  frequent  cause  of  restless  and  sleepless 
nights,  is  obstruction  to  breathing  due  to  en- 
larged tonsils  and  adenoids.  Children  having 
such  growths  are  apt  to  snore,  and  assume  all 
sorts  of  positions  in  bed. 

Pains  in  arms  and  legs  will  keep  children 
awake.  Whenever  for  any  reason  children  are 
not  well,  or  are  below  par,  they  lose  sleep. 
Therefore,  they  should  not  be  given  soothing 
syrups;  medicine  is  seldom  needed.  Parents 
should  look  for  and  remove  the  cause.  Most 
frequently  they  will  find  that  the  restless  nights 
are  not  due  to  any  serious  disease,  but  to  some 
fault  in  every  day  care  of  the  child. 

A  very  frequent  cause  of  disturbed  sleep  and 
nervous  irritability  is  the  excitement  produced 
by  attending  entertainments  and  moving  pic- 
ture shows.  Very  few  entertainments,  and 
practically  no  moving  picture  shows  are  adapted 
to  the  best  development  of  the  sensitive  child 
mind  and  spirit. 

Nor  is  it  wise  to  allow  young  children  to 
take  part  in  concerts  and  entertainments.  Chil- 
dren are  not  only  kept  up  far  beyond  their 
usual  bedtime,  but  the  mental  excitement  al- 
most invariably  results  in  over  stimulation  of 


64          THE  CHILD  FROM  TWO  TO  SEVEN 

the   delicate   nervous   system   with   consequent 
loss  of  sleep. 

The  more  simple  and  uncomplicated  the  life 
of  the  child  during  the  pre-school  years  the 
better.  Continued  mental  effort  or  confinement 
indoors  are  not  conducive  to  the  best  develop- 
ment of  the  child  nature.  School  duties,  then, 
should  be  of  the  most  elemental  character,  and 
preferably  conducted  in  the' open  air.  No  better 
program  can  be  followed  by  parents  in  the  care 
of  their  children  than  one  which  shall  include 
days  spent  in  the  open,  and  long  nights  of  sleep. 
The  immediate  benefits  will  be  clear  eyes,  ruddy 
cheeks,  and  sunny  dispositions,  but  in  addition 
thereto  there  will  be  built  up  a  priceless  re- 
serve of  strength  for  the  tasks  of  later  life. 


PLAY  AND  GROWTH 


"Blessed  be  the  hand  that  prepares  a  pleasure  for  a  child,  for 
there  is  no  saying  when  and  where  it  may  bloom  forth." — Jerrold. 


"Play  is  a  sacred  thing,  a  divine  ordinance  for  developing  in 
the  child  a  harmonious  and  healthy  organism,  and  preparing  that 
organism  for  the  commencement  of  the  work  of  life." — J.  G.  Holland. 


CHAPTER  V 
PLAY  AND  GROWTH 

In  considering  the  fundamental  needs  of  the 
growing  child  we  are  at  all  times  confronted 
with  the  fact  that  these  essentials  to  body- 
building are  dependent  one  upon  the  other;  any 
one  being  deficient  disturbs  the  working  har- 
mony of  the  whole,  and  results  in  a  condition 
of  ill-health. 

Play  must  be  regarded  as  a  fundamental  need 
of  supreme  importance,  since  it  is  inextricably 
bound  up  with  the  growth  and  development  of 
the  mind  and  body  of  the  child.  The  healthy"] 
child  is  constantly  active,  and  because  of  this 
ceaseless  activity,  the  muscles  are  exercised,  ' 
and  the  blood  courses  healthily  through  the 
different  parts  of  the  body.  Healthy  appetite 
is  stimulated,  digestion  improved,  and  sound 
sleep  obtained.  Thus  does  growth  go  on  and 
the  child  wax  strong. 

We  have  been  slow  in  coming  to  appreciate 
the  vital  significance  of  play  in  the  life  of  the 
child  Observation  of  children  in  and  out  of 
school  leads  one  to  the  conclusion  that  not  only 
parents,  but  school  officials  as  well,  must  have 
a  larger  conception  of  the  meaning  and  im- 
portance of  play,  if  our  boys  and  girls  are  to 

6Z  VI 

1  '       **! 


68          THE  CHILD  FROM  TWO  TO  SEVEN 

be  healthy,  red-blooded,-  happy  children,  and 
become  well  balanced,  useful  men  and  women. 

To  the  average  adult  play  is  considered  as 
secondary  in  importance  to  the  everyday  voca- 
tion; it  is  more  a  matter  of  change  of  scene 
and  activities,  resulting  in  a  rested  mind  and 
body.  -JTo  the  child  play  comes  first;  it  is  every- 
thing; it  is  self  expression;  it  is  life  itself;  play 
is  the  child's  vocation.  Watch  how  intently 
the  little  girl  carries  on  her  miniature  house- 
keeping; how  carefully  she  dresses  her  family 
of  dolls,  sweeps  the  floor  of  her  play-house  with 
her  small  broom,  and  plays  at  cooking  with  her 
dishes,  and  the  more  nearly  it  approaches  to 
real  housekeeping  the  happier  she  is. 

In  like  manner,  observe  a  group  of  small  boys 
busily  engaged  in  constructing  a  bridge  over  a 
small  brook,  and  digging  canals  branching  away 
on  either  side.  Pieces  of  board  are  shaped  into 
rude  boats,  and  bits  of  wood  and  pebbles  serve 
as  cargo.  Back  and  forth  from  one  side  to  the 
other  the  cargoes  are  sent,  each  terminal  hav- 
ing the  name  of  some  country.  The  boys  are 
very  serious  about  it;  they  are  absorbed  in  the 
joy  of  creation  and  construction;  for  the  time 
being  they  are  builders  of  canals  and  vessels, 
and  engaged  in  commercial  enterprises.  They 
imitate  what  they  see  in  the  busy  world  about 
them.  They  raise  up  various  structures  with 
blocks,  they  plant  gardens,  they  conduct  schools, 
and  buy  and  sell  in  stores. 


PLAY  AND  GROWTH  69 

Such  various  activities  do  not  represent  play 
in  the  sense  that  parents  use  the  word.  They 
are  not  to  be  considered  as  mere  pastime  or 
amusement.  The  word  "Play"  but  poorly  rep-*? 
resents  that  which  is  really  the  chief  occupation 
of  the  child.  The  children  enjoy  it ;  they  have  L 
no  thought  or  purpose  other  than  that  of  the 
present  moment,  but  all  the  time  they  are  ex- 
ercising body  and  mind,  and  character  is  being 
formed.  By  means  of  play  they  are  preparing 
themselves  physically  and  mentally  for  the 
tasks  of  later  life. 

Thus  it  is  evident  that  in  the  play  of  children^ 
there  are  rich  possibilities  for  the  highest  dej 
velopment  of  body,  mind  and  spirit.  Without 
supervision,  and  even  lacking  the  usual  im- 
plements and  suitable  surroundings  for  play, 
children  will  occupy  themselves  in  some  way. 
While  too  much  oversight  and  too  many  im- 
plements are  undesirable,  certain  provision  for 
their  needs  can  be  made  and  wise  direction 
given  to  their  activities,  which  will  help  them 
to  help  themselves. 

As  parents  we  should  be  more  than  mere  pro- 
viders for  their  material  needs;  we  must  give 
ourselves  to  them  as  comrades  and  guides, 
sometimes  suggesting  ways  and  means,  but 
more  often  allowing  them  to  discover  and  con- 
struct for  themselves,  thus  giving  them  the 
keen  enjoyment  which  comes  only  to  the  ex- 
plorer and  creator. 


70         THE  CHILD  FROM  TWO  TO  SEVEN 

It  need  hardly  be  said  that  during  these  early 
years  children  should  not  be  given  long  or  diffi- 
cult tasks.  This  does  not  mean  that  they 
should  do  no  work.  They  cheerfully  render  the 
small  services  which  come  within  their  capa- 
bilities, such  as  carrying  a  few  sticks  to  the 
woodbox,  wiping  dishes,  running  small  errands 
about  the  house,  and  picking  up  and  putting 
playthings  in  place.  If  they  are  treated  as 
comrades  and  made  to  feel  that  what  they  do 
is  of  real  assistance,  they  will  save  parents 
many  steps,  and  will  be  proud  and  happy  in 
doing  their  part.  With  the  exception  of  such 
small  tasks,  and  aside  from  time  devoted  to 
eating,  care  of  the  body,  rest  and  sleep,  the 
children's  time  should  be  spent  in  healthy  play. 

Fortunate  indeed  are  those  children  who  live 
away  from  the  crowded  cities  out  in  the  open 
country,  where  they  have  freedom  and  space 
for  indoor  and  outdoor  play.  The  children  of 
the  cities  must  necessarily  live  unnatural,  cir- 
cumscribed lives.  Apartments  occupied  by  the 
average  family  in  the  city  are  small,  frequently 
dark,  and  sunless.  There  are  no  yards  or  fields, 
and  for  many  children  the  paved  street  is  the 
only  available  playground.  Such  children  plain- 
ly show  the  effects  of  the  barren  city  life.  They 
are  pale,  under  developed  for  their  age,  and 
more  solemn  than  we  like  to  see  little  folks. 
They  need  to  be  taken  as  often  as  possible  to 
the  parks,  out  into  the  country,  or  to  the  sea- 


PLAY  AND  GROWTH  71 

shore,  where  they  can  fill  up  their  lungs  with 
good  clean  air,  and  have  opportunity  to  run 
and  romp. 

But  it  is  not  only  in  large  cities  that  chil- 
dren show  the  lack  of  active  exercise  out  of 
doors.  Even  in  the  country  many  children  are 
housed  too  much,  and  do  not  have  sufficient 
outdoor  play.  Mothers  explain  the  situation  by 
saying  that  the  children  will  not  remain  out- 
doors alone,  and  that  parents  cannot  take  the 
time  to  stay  out  with  them. 

But  why  not  provide  play  material  and  sim- 
ple occupations  which  interest  children  out  of 
doors?  This  can  be  done  without  expending 
much  time  or  money,  but  surely  a  small  amount 
of  our  time  and  effort  is  not  too  much  to  pay 
for  the  happiness,  contentment  and  safety  of 
the  little  people  while  they  are  growing  stiong 
and  sturdy  out  of  doors. 

For  children  under  seven,  sandpiles,  small 
gardens,  low,  safe  swings,  hand  and  foot-ball, 
climbing,  and  playing  in  the  snow,  will  afford 
much  healthful  exercise.  During  the  third  year 
the  constructive  instinct  begins  to  assert  itself. 
At  first,  children  like  to  make  sand-balls  and 
mud-pies,  then  with  spoon  or  shovel,  or  with- 
out either  one  of  these,  using  the  hands  and 
fingers,  they  will  dig  holes  and  make  simple 
piles  or  pyramids,  patting  the  sand  into  shape. 

The  ideal  place  and  surroundings  for  such 
play  is  with  a  group  of  children  at  the  sea- 


72          THE  CHILD  FROM  TWO  TO  SEVEN 

shore,  where  pebbles,  sand  and  shells  open  up 
all  sorts  of  delightful  possibilities.  For  the 
many  children,  however,  who  cannot  get  to  the 
seashore,  a  sand-box  arranged  in  the  door-yard, 
will  afford  an  inexhaustible  source  of  pleasure. 

THE   SAND-BOX 

To  make  a  sand-box,  a  load  of  clean  sand 
such  as  builders  use  in  making  mortar  is  the 
best,  although  any  good  sand  will  do,  enclosed 
by  smooth,  clean  boards,  to  prevent  washing 
away  of  the  sand  by  rain.  It  is  desirable  to 
build  the  sand-box  on  a  sunny  slope,  where  it 
will  be  exposed  to  the  sunshine  some  of  the 
day,  and  have  the  advantage  of  natural  drain- 
age. If  the  soil  under  the  box  is  clay,  it  is 
well  to  make  a  drain  at  the  foot  of  the  slope 
by  digging  a  hole  two  feet  deep  and  filling  with 
broken  stone,  for  carrying  off  rain-water.  It  is 
difficult  to  keep  the  sand  clean  and  dry  if  it  is 
mixed  with  clay  and  soil,  but  clean  sand  washed 
by  rain  and  dried  by  the  sun  is  clean  and  safe. 

PLAY-THINGS    FOR   THE    SAND-BOX 

Playthings  needed  for  the  sand-box  are  to  be 
found  in  nearly  all  households.  Some  old 
spoons  of  different  sizes,  tin  dippers  and  small 
pails,  baking  powder  cans  with  covers,  serve 
the  purpose  very  well.  Clothespins,  flowers, 
and  bits  of  wood,  acorns,  shells  and  stones  are 
all  of  use  in  constructing  sand-box  villages  and 


PLAY  AND  GROWTH  73 

gardens.  Thus  equipped  children  will  play  by 
themselves  for  many  happy  hours,  allowing  the 
busy  mother  to  attend  to  household  affairs. 

Other  play  apparatus  for  the  yard  or  porch 
are  swings  hung  so  low  that  young  children 
will  not  be  injured  by  falling  out,  a  low  ladder 
having  smooth  rungs  fastened  securely  against 
wall  or  fence  for  climbing,  and  a  teeter-board 
made  by  balancing  a  plank  over  a  saw-horse. 

KEEPING  HOUSE 

Playing  at  keeping  house  is  a  never  failing 
delight  to  little  girls,  and  they  readily  adapt 
whatever  material  is  at  hand  to  their  small 
housekeeping.  They  are  quick  to  recognize  the 
housekeeping  possibilities  of  a  growth  of  shrubs 
and  vines  near  the  house.  Spaces  are  cleared  for 
the  different  rooms  and  fitted  up  with  boxes, 
shelves,  dishes  and  pans  of  various  shapes  and 
sizes.  In  such  a  shady  nook  children  will  occupy 
themselves  busily  and  happily  with  their  dolls 
and  mudpie  cooking  on  many  summer  afternoons. 

Children  will  also  enjoy  the  making  of  a 
house  out  of  a  large  wooden  box.  Pieces  of 
board  may  be  used  for  partitions,  and  the  task 
of  furnishing,  decorating  and  arranging  gard- 
ens about  the  house  will  give  much  pleasure. 

Children  are  most  contented  when  busily  oc- 
cupied working  out  their  own  plans,  and  in  this 
way  realizing  their  ideals.  They  are  much  in- 


74         THE  CHILD  FROM  TWO  TO  SEVEN 

terested  in  the  life  that  is  going  on  around 
them,  and  their  play  is  very  apt  to  reflect  the 
various  activities  of  the  world  in  which  they 
live.  Therefore,  it  is  desirable  that  material 
and  implements  provided  shall  be  of  the  kind 
that  help  to  make  play  real. 

Too  many  elaborate  toys  such  as  toy  auto- 
mobiles and  trains  of  cars  which  are  simply 
pushed  back  and  forth  on  the  floor  become  irk- 
some to  children,  and  amuse  for  the  moment 
only,  but  if  they  are  shown  how  to  build  rail- 
road stations  and  warehouses  with  blocks  and 
cardboard,  and  to  use  the  cars  to  transport 
material  from  factory  to  railroad  station,  the 
cars  will  take  on  a  new  significance,  Small 
wagons  and  cars  should  be  roomy,  strong,  and 
of  simple  construction,  in  order  that  they  may 
become  a  part  of  an  interesting  system  of 
transportation. 

In  adding  a  new  toy  or  piece  of  play  appa- 
ratus to  the  children's  equipment,  it  is  wise  to 
consider  the  new  piece  in  its  relation  to  other 
toys  already  owned,  as  to  whether  it  will  really 
fit  in  and  be  of  use  in  helping  children  lo  carry 
out  their  plans.  A  few  carefully  chosen  toys 
or  tools  for  really  constructive  play  are  much 
to  be  preferred  to  a  large  number  of  useless 
toys  simply  made  to  look  at  and  be  thrown 
aside. 

Children  living  in  the  country  need  fewer 
toys  than  children  living  in  the  city.  In  the 


PLAY  AND  GROWTH  75 

country  there  is  space,  less  confusion  and  great- 
er safety.  Less  supervision  is  needed  where 
there  are  large  yards,  fields  and  trees.  If  there 
is  also  a  barn  and  a  brook  nearby  there  will 
be  abundant  opportunity  for  healthful  exercise, 
fresh  air,  and  the  constructive  play  which  all 
children  crave  and  need.  Under  such  conditions 
ordinary  toys  are  not  needed,  but  a  few  real 
tools  and  equipment  which  will  help  the  chil- 
dren to  construct  whatever  they  may  need  at 
the  time  to  carry  out  their  ideas,  will  be  much 
appreciated. 

A  TOOL-BOX  AND  ITS  CONTENTS 

Children  like  to  have  a  tool-box  of  their  own, 
and  this  is  as  it  should  be,  since  they  are  thus 
encouraged  to  have  a  place  for  everything,  and 
everything  in  its  place.  A  medium  sized  ham- 
mer, a  screw-driver,  and  a  variety  of  nails  and 
screws  will  be  useful  in  all  sorts  of  building 
operations.  Other  tools  which  will  add  much 
to  their  pleasure  are  a  small  saw,  a  small 
smooth  plane,  and  a  trysquare.  As  some  apti- 
tude in  handling  tools  is  acquired,  bolts  and 
nuts  of  different  sizes,  one  or  two  simple 
wrenches,  and  a  gimlet  with  which  to  bore 
holes,  will  be  useful  additions  to  the  tool-box. 

With  such  tools,  some  pieces  of  board,  and 
old  pots,  pans  and  kettles  of  different  size  and 
shape,  children  will  enjoy  many  hours  out  of 
doors,  and  learn  many  useful  lessons. 


76          THE  CHILD  FROM  TWO  TO  SEVEN 

Girls  as  well  as  boys,  should  be  encouraged 
to  use  tools  in  the  making  of  various  articles. 
When  a  doll-house  is  being  constructed  they 
will  enjoy  helping  in  the  measuring,  fitting, 
sawing  and  nailing.  In  this  way  they  will  ac- 
quire some  manual  dexterity,  and  will  derive 
satisfaction  from  the  fact  that  they  are  having 
a  real  part  in  building  the  house. 

If  girls  are  to  be  strong  and  robust  in  adult 
life,  they  need  to  have  more  exercise  than  that 
derived  from  playing  dolls  and  keeping  house. 
The  making  of  things  with  tools,  digging,  rak- 
ing and  planting  in  gardens,  building  play-huts, 
playing  in  the  snow,  coasting,  skating,  swim- 
ming, and  playing  ball,  should  all  form  part  of 
a  little  girl's  education,  as  well  as  a  boy's. 
Playing  real  ball  will  do  her  good;  her  muscles 
as  well  as  her  brother's,  need  the  development 
which  comes  from  throwing,  catching  and  bat- 
ting a  ball.  She  will  also  learn  some  of  that 
sturdy  self-reliance  which  comes  from  hardy, 
out  of  door  exercise. 

Cold  weather  need  not  keep  children  indoors 
unless  there  is  high  wind  or  excessively  low 
temperature.  They  take  great  pleasure  in  play- 
ing in  the  snow,  and  with  rubber  boots  or  over- 
shoes, have  glorious  times  with  sled  and  snow- 
shovel,  building  forts  and  making  snow-men. 

A  shallow  brook  bubbling  and  gurgling  its 
way  through  the  pasture  is  a  never  failing 
source  of  delight  to  little  people.  No  better 


PLAY  AND  GROWTH  77 

gift  can  be  presented  to  children  living  near  a 
brook  than  a  pair  of  rubber  boots.  It  is  so 
much  more  fun  to  wade  right  in  and  build  dams 
and  dikes,  with  small  villages  on  either  side, 
than  to  stand  on  shore  and  push  a  bit  of  a 
boat  back  and  forth.  In  order  that  they  may 
enjoy  it  to  the  utmost,  however,  they  should 
be  clothed  so  that  they  need  have  no  concern 
about  keeping  clean  or  dry. 

SWIMMING 

It  is  a  common  sight  at  the  seashore  to  see 
little  tots  from  three  to  five  in  bathing  suits 
having  a  glorious  time  sporting  in  the  water 
with  their  elders.  Some  children  learn  to  swim 
very  early  and  are  never  afraid,  while  others 
are  more  timid  and  learn  more  slowly.  It  is 
very  important  not  to  allow  them  to  become 
frightened  at  the  beginning  of  the  new  exper- 
ience; once  frightened  they  may  not  learn  to 
swim  for  many  years.  With  some  patience 
they  will  frequently  become  quite  adept,  and 
each  year  will  add  to  their  skill  in  the  water, 
until  at  twelve  or  fourteen  they  can  often  swim 
better  than  father  or  mother  who  taught  them. 

Swimming  is  one  of  the  most  valuable  of  the 
body-building  exercises.  No  form  of  exercise 
gives  more  pleasure,  and  it  may  be  the  means 
of  saving  life.  Every  child  should  learn  as 
early  as  possible,  but  it  should  be  undertaken 
gradually,  and  at  first  sign  of  chilliness,  chil- 


78         THE  CHILD  FROM  TWO  TO  SEVEN 

dren  should  leave  the  water,  and  have  a  quick 
and  thorough  rub-down. 

GARDENING 

Nearly  all  children  have  an  instinctive  love 
for  digging,  planting  and  watching  things  grow. 
This  love  of  the  soil  finds  expression  in  the  de- 
sire for  a  bit  of  ground  for  a  garden,  and  par- 
ents will  do  well  to  encourage  children  to  dig 
and  plant.  Give  each  boy  and  girl  a  small  gar- 
den, a  small  wheel-barrow,  a  spade,  a  hoe,  a 
rake  and  a  sprinkling  can.  The  tools  should  be 
strong,  well  made,  and  not  too  large  or  clumsy 
for  small  hands  to  use.  Show  the  children  how 
to  prepare  the  soil,  plant  the  seeds,  and  care  for 
them  by  watering  and  digging  out  the  weeds. 

With  a  little  encouragement  and  kindly  inter- 
est on  the  part  of  parents  children  will  carry 
on  their  gardening  with  much  patience  and 
pleasure.  They  will  watch  eagerly  for  the  first 
seedlings  to  appear,  and  as  the  plants  grow  the 
children  also  will  grow  strong  and  vigorous 
from  exercise  in  the  open  air  and  sunshine. 

There  can  be  no  better  investment  of  time 
than  that  spent  by  parents  with  their  children 
out  of  doors.  It  is  good  for  both  parents  and 
children  to  have  times  of  joyous  romping  toge- 
ther. If  as  parents  we  can  be  real  comrades 
with  our  children,  having  a  sympathetic  interest 
in  their  sports  and  play,  g-uiding,  directing  and 
heartening  them  on  their  way  when  needed,  but 


PLAY  AND  GROWTH  79 

on  the  other  hand,  know  when  to  allow  them 
to  work  out  their  own  problems  in  their  own 
way,  we  shall  do  well,  and  at  the  same  time  win 
their  ardent  loyalty  and  respect. 

COMPANIONSHIP    OF   OTHER   CHILDREN 

A  sad,  and  all  to  common  sight,  is  that  of  the 
lonely  child,  often  without  the  companionship 
of  other  children,  or  the  right  kind  of  play 
equipment.  Children  need  to  play  together. 
Lacking  this  contact  with  each  other,  they  not 
only  miss  the  best  of  all  means  of  joyous  play, 
a  playmate,  but  are  apt  to  become  listless,  fret- 
ful, unsmiling  and  too  old  for  their  age.  Later 
when  they  enter  school,  and  opportunity  offers 
for  play  with  other  children,  they  are  awkward 
and  shy,  and  do  not  enter  readily  into  the 
games.  Some  special  planning  will  need  to  be 
done  by  parents  of  an  only  child  to  provide 
healthy  play  with  other  children,  and  to  provide 
proper  materials  for  play.  The  problem  will  be 
much  more  simple  in  the  country  where  there 
is  plenty  of  space  and  freedom  to  run  and  romp. 
A  good  dog  makes  a  splendid  playfellow,  always 
faithful  and  loyal,  and  ever  ready  for  most  any 
kind  of  fun. 

THE  CITY  CHILD 

If  there  is  a  small  back  yard,  flat  roof,  or  a 
.porch  available,  much  may  be  done  to  provide 
wholesome  play  for  the  city  child.  It  is  usually 
possible  to  arrange  a  low  swing  for  the  little 


80          THE  CHILD  FROM  TWO  TO  SEVEN 

people  between  two  and  six.  Small  wagons  or 
carts,  spools  of  different  sizes  and  shapes, 
clothespins,  and  different  shaped  blocks,  will  all 
be  used  by  the  small  boy  or  girl  in  the  city. 
Large  shallow  boxes  and  sand  can  be  obtained 
at  the  kindergarten  supply  houses.  Such  a  box 
placed  on  the  roof  or  in  the  back  yard,  will  give 
much  pleasure  to  city  children. 

Small  tools  for  simple  carpentry  may  also  be 
used  in  the  city.  A  small  hammer  and  saw,  a 
ruler,  some  quarter-inch  board,  nails,  screws, 
and  screw-driver,  will  provide  material  for  the 
kind  of  play  little  folks  like.  If  to  this  outfit 
is  added  a  scroll  saw,  the  making  of  doll's  fur- 
niture, small  carts  and  other  toys  will  be  pos- 
sible. 

INDOOR  PLAY 

We  like  to  think  of  little  children  as  playing 
out  of  doors  in  the  open  air  and  sunshine,  but 
there  will  be  some  stormy  days,  and  excessively 
cold  or  hot  days,  when  children  will  be  obliged 
to  play  in  the  house  or  on  the  verandah. 

The  care  of  children  will  be  much  simplified, 
and  they  will  derive  more  pleasure  from  their 
play,  if  a  corner  of  the  living  room  is  fitted  up 
with  low  shelves  or  drawers,  or  a  play-room  is 
provided  where  the  children  may  keep  their 
various  play  materials.  There  is  an  abundance 
of  play  material  such  as  children  like  ready  at 
hand  in  every  home.  In  the  house  as  well  as 
out  of  doors  children  enjoy  playthings  which 


PLAY  AND  GROWTH  81 

furnish  material  for  the  making  of  different 
articles,  rather  than  those  which  simply  amuse 
but  give  them  little  to  do.  Even  very  young 
children  find  more  pleasure  in  running  a  string 
through  spools  of  different  sizes,  and  putting 
clothes-pins  together,  than  in  a  gaily  colored 
rattle  or  ball.  They  enjoy  material  which  they 
can  shape  to  suit  themselves,  rather  than  some- 
thing which  is  already  shaped  for  them. 

An  oil  clay  which  will  not  dry  out  nor  crum- 
ble can  now  be  found  in  kindergarten,  toy  and 
art  stores.  This  can  be  used  over  and  over, 
and  very  young  children  will  spend  hours  mold- 
ing marbles  and  small  dishes,  while  older  chil- 
dren will  make  all  sorts  of  dishes,  miniature 
men  and  animals  for  use  in  their  games. 

A  box  of  water  colors  and  brushes,  a  supply 
of  paper  of  different  colors  and  thicknesses, 
pencils,  blunt  pointed  scissors,  tubes  of  glue 
and  mucilage,  colored  crayons  and  a  blackboard, 
will  afford  an  endless  variety  of  indoor  occu- 
pation. A  large  variety  of  pictures  for  paint- 
ing and  pasting  in  scrap  books  may  be  cut 
from  magazines.  Children  will  thus  learn  the 
different  colors,  and  will  try  to  draw  and  color 
pictures  of  simple  articles  which  they  see  about 
them.  They  will  also  make  paper  houses,  paper 
dolls,  doll  dresses,  doll  furniture,  and  even  plan 
small  villages  with  people  and  animals  in  the 
streets.  Children  who  have  learned  weaving 
and  basketry  work  in  school  will  enjoy  making 


82          THE  CHILD  FROM  TWO  TO  SEVEN 

things  at  home,  and  for  this  purpose  simple 
weaving  materials  should  be  provided. 

These  articles  represent  raw  material  having 
possibilities  for  the  sort  of  indoor  play  craved 
by  all  children.  Out  of  such  material  they  can 
shape  and  construct  the  things  they  see  in  the 
active  life  about  them.  They  may  need  some 
guidance  in  the  use  of  these  articles,  and  it  is 
a  nice  point  to  decide  just  when  and  how  much 
•y^e  should  enter  into  their  world  of  play. 

The  wise  parent  will  give  them  many  hours 
uninterrupted  by  question  or  suggestion,  al- 
lowing them  to  become  absorbed  in  their  work. 
This  constructive  power  must  have  full  scope 
if  our  children  are  to  reach  their  highest  and 
best  development.  Their  way  of  doing  things 
may  seem  roundabout,  and  the  finished  product 
of  their  efforts  somewhat  crude,  but  there 
comes  a  time  when  they  triumphantly  present 
some  little  gift  they  have  made  which  com- 
mands our  admiration  and  surprise. 

Wooden  and  cardboard  boxes  of  different 
sizes  will  be  used  for  stores,  forts,  doll-houses 
and  the  like,  while  chairs  and  tables  readily 
become  horses,  stages,  steamboats  and  railroad 
trains.  Old  pieces  of  rope  will  serve  as  reins 
for  driving  the  stage,  or  they  be  made  by  tear- 
ing two  inch  strips  of  old  cotton  cloth  and 
sewing  end  to  end. 

The  small  boy  will  be  much  interested  in 
arranging  lead  and  tin  soldiers  in  martial  array, 


PLAY  AND  GROWTH  86 

and  will  welcome  some  small  box  cars,  carts 
and  wagons,  to  be  used  in  transporting  soldiers 
and  his  small  army  supplies  from  place  to  place. 
Small  brooms,  carpet  sweepers  and  other 
household  articles  will  please  the  little  girl,  and 
toy  ducks,  turtles,  fish  and  frogs,  for  floating 
on  water,  will  interest  the  younger  children. 

BLOCKS  AND  BUILDING 

Of  all  the  toys  usually  bought  for  children 
none  seem  to  give  so  much  real  satisfaction  as 
blocks  of  different  size,  shape  and  color.  From 
the  time  when  the  first  crude  building  efforts 
of  the  two  year  old  toddler  show  themselves, 
the  constructive  power  grows  and  expands  un- 
til it  finds  expression  in  the  elaborate  structures 
built  by  the  seven  year  old  child. 

Some  boxes  of  blocks  sold  in  the  stores  con- 
tain a  fairly  good  assortment,  but  few  boxes 
contain  enough  blocks  for  really  constructive 
play.  Smooth  wooden  blocks  cut  in  different 
sizes  to  the  number  of  one  hundred,  and  a  chest 
or  box  to  keep  them  in,  make  a  good  building 
outfit  to  start  with.  It  is  seldom  possible  to 
purchase  such  a  collection,  and  it  is  usually 
necessary  to  have  them  sawed  from  planed 
lumber  at  a  mill,  by  a  carpenter,  or  by  the 
father  of  the  children. 

Mr.  H.  G.  Wells  in  his  book  "Floor  Games" 
has  given  the  proper  sizes  for  such  blocks  as 
follows:  "Whole  blocks,  4l/2  by  2l/$  by 


84          THE  CHILD  FROM  TWO  TO  SEVEN 


inches;  half  blocks,  2]/4  by  2%  by  1%  inches, 
and  quarters  made  by  sawing  the  latter  in 
two." 

Almost  any  wood  available  may  be  used  to 
make  the  blocks  except  that  which  too  readily 
splits,  splinters  or  warps.  Birch  and  maple  are 
usually  available  in  the  northern  and  western 
states;  short  leaf  pine  and  yellow  poplar  in 
the  south;  and  sugar  pine  or  western  white 
pine  in  the  far  west.  Sycamore,  beech  and 
bass-wood  may  also  be  used.  In  addition  to 
the  blocks,  from  which  all  sorts  of  buildings 
can  be  constructed,  Mr.  Wells  suggests  that 
small  play-boards  be  made  of  the  same  wood, 
the  dimensions  to  be  as  follows:  18  by  9,  9  by 
9,  and  9  by  4l/2  inches.  These  boards  will  serve 
as  platforms,  walls  and  the  like. 

Thus  equipped  children  will  need  only  a  few 
parental  suggestions,  a  word  of  encouragement 
now  and  then,  and  possibly  an  occasional  settle- 
ment of  disputes,  to  spend  many  happy  hours 
in  constructive  play.  The  foundations  of 
growth  and  education  are  laid  during  the  six 
or  seven  years  before  school  duties  begin  when 
children  devote  most  of  their  day  to  play.  Dur- 
ing the  school  years  play  must  still  be  regarded 
as  the  chief  factor  in  education  and  growth. 
Thus  it  is  evident  that  careful  direction  of  the 
play  activities  of  children  becomes  a  matter  of 
vital  importance.  Their  play  equipment  de- 
serves  the  same  thoughtful  consideration  that 
is  given  to  planning  their  studies. 


CHILD-NATURE;  TRAINING  AND 
EDUCATION 


"Take  heed  of  this  small  child  of  earth;  he  is  great;  he  hath 
in  him  God  most  high." — Swinburn. 


"Children  have  more  need  of  models  than  of  critics." — Joubert. 


"Better  to  be  driven  out  from  among  men  than  to  be  disliked 
of  children." — R.  H.  Dana. 


CHAPTER  VI 

CHILD-NATURE;  TRAINING  AND  EDUCATION 

As  parent  teachers  we  have  been  slow  to 
realize  and  to  take  advantage  of  the  teaching 
opportunity  afforded  by  the  first  six  or  seven  years 
of  life.  \The  golden  years  lie  at  the  threshold  o£ 
life;  they  are  Jjears  filled  with  unlimited  possi- 
bilities for  laying  the  foundations  of  character, 
and  of  a  broad~"and__cpmprehensive  educatiojL__> 

The  coming  of  a  little  child  into  the  world 
is  the  greatest  of  all  mysteries,  and  the  most 
awe-inspiring  of  miracles.  What  is  to  be  the 
destiny  of  the  young  spirit,  mysterious  and  new, 
which  thus  makes  its  advent  into  the  home? 
Here  are  infinite  possibilities  for  good  or  for 
evil,  and  the  parents  are  the  arbiters  of  the 
child's  future  welfare. 

No  governess,  no  tutor,  no  school,  can  foster 
and  nurture  the  child  spirit  so  understandingly 
and  sympathetically  as  the  parents.  These 
early  years,  the  foundation  years,  may  well  be 
spent  in  the  home  and  out  of  doors,  under  the 
guidance  of  the  mother  and  father.  To  them 
is  given  the  greatest  and  most  sacred  of  all 
teaching  opportunities. 

As  parents  we  must  acknowledge  that  we 
have  learned  all  too  slowly  that  our  children 

87 


88          THE  CHILD  FROM  TWO  TO  SEVEN 

cannot  be  robust  and  sturdy  unless  we  give 
them  all  the  benefits  of  proper  food,  plenty  of 
sleep,  and  outdoor  air.  We  have  much  more 
to  learn  about  the  nature  of  the  child,  the  mean- 
ing of  various  child  activities,  and  how  best  to 
direct  these  activities  in  order  to  develop  all 
that  is  good  and  true  and  beautiful  in  our 
children. 

Love  for  our  children  is  planted  deep  in  our 
natures.  We  can  hardly  love  them  too  much 
if  we  love  them  wisely,  and  if  underneath  this 
love  is  a  solid  foundation  of  common  sense. 
This  instinctive  love  which  so  takes  possession 
of  our  lives  is  Nature's  way  of  assuring  care 
and  protection  to  little  children.  Although  it 
may  help  us  to  be  patient  in  trying  situations, 
it  may,  on  the  other  hand,  make  us  over-in- 
dulgent and  lax  in  matters  of  training.  Par- 
ental love  is  not  all-sufficient.  The  sacred  office 
of  parent  means  more  than  to  be  mere  pro- 
viders of  physical  necessities;  it  is  a  teaching 
office  having  boundless  possibilities;  we  make 
or  mar  the  men  or  women  of  the  future. 

To  make  the  most  of  our  children,  and  thus 
do  our  part  in  the  building  of  men  and  wo- 
men, it  is  for  us  to  add  to  our  equipment  as 
parents  a  knowledge  of  child  nature,  and  the 
meaning  of  child  activities.  It  is  a  subject  ab- 
sorbingly interesting  and  intensely  illuminating; 
it  leads  to  a  better  understanding  of  the  child's 
point  of  view,  and  makes  clear  many  perplexing 
problems  which  are  constantly  arising  in  the 


TRAINING  AND  EDUCATION  89 

training  of  children.  It  is  safe  to  say  that  such 
study  would  tend  to  prevent  many  misunder- 
standings between  parents  and  children. 

If  there  is  any  one  fundamental  principle  in 
child  training  that  is  more  important  than  any 
other,  it  is  that  such  training  should  commence 
in  infancy.  Good  or  bad  habits  are  being 
formed  during  the  first  twelve  months  of  a 
child's  life,  and  it  is  as  easy  to  learn  good 
habits  as  it  is  to  acquire  bad  ones.  To  super- 
vise the  daily  living  of  the  young  infant  in  such 
a  way  that  only  good  habits  may  be  formed 
becomes  the  parent's  task.  Some  definite  or- 
derly plan  in  the  daily  care  of  the  young  infant 
is  not  only  essential  to  healthy  development  of 
body  and  mind,  but  lays  the  foundations  for 
later  training. 

The  child  who  has  been  trained  from  birth 
to  have  food,  sleep,  and  outings  at  regular  times 
has  already  learned  something  of  the  habit  of 
regularity.  As  children  grow  older  their  ac- 
tivities increase,  hereditary  traits  appear,  and 
to  the  simple  routine  of  infancy  is  added  the 
necessity  of  providing  space  and  opportunity 
for  their  developing  energies  and  interests. 

The  constant  care  of  a  healthy  growing  child 
is  by  no  means  a  small  matter,  and  if  there  are 
two  or  three  in  the  family,  some  attention  will 
need  to  be  given  to  the  matter  of  conserving 
the  mother's  strength.  Constant,  excessive 
fatigue  on  the  part  of  the  mother  must  in- 


90          THE  CHILD  FROM  TWO  TO  SEVEN 

evitably  bring  disaster  to  the  family.  Her's  is 
the  greatest  of  all  tasks;  to  it  she  must  bring 
abundant  stores  of  strength.  Overstrain  must 
be  prevented  by  suitable  food,  plenty  of  sleep, 
some  variety  of  scene  and  recreation.  The 
mother  needs  to  get  out  of  doors  as  well  as 
the  children,  and  she  will  benefit  largely  if  she 
will  share  their  outings  as  often  as  possible. 
Brief  rest  periods  of  complete  relaxation  on  a 
couch  once  or  twice  during  the  forenoon  and 
a  longer  rest  in  the  afternoon,  will  do  much  to 
prevent  over-fatigue,  and  to  maintain  a  cheer- 
ful, hopeful  outlook  on  life. 

CHARACTERISTICS   OF  THE   CHILD  NATURE 

As  children  come  up  out  of  infancy  and  be- 
come conscious  of  themselves  and  of  other 
people,  we  are  met  at  the  outset  by  certain 
inborn  traits.  If  we  will  but  recognize  and 
endeavor  to  undertsand  these  natural  charac- 
teristics we  shall  find  the  task  of  guiding  our 
children  much  more  simple,  for  they  lie  back 
of,  and  to  a  large  degree  control,  the  conduct 
of  all  children. 

First,  there  is  the  native  independence  with 
which  every  healthy  young  American  is  en- 
dowed; then,  the  changeableness  so  common  to 
all  children;  next,  is  slowness  of  perception; 
and  finally,  there  must  be  considered  the  matter 
of  individual  temperament,  which  influences  and 
gives  color  to  all  other  characteristics. 


TRAINING  AND  EDUCATION  91 

Confronted  with  some  difficulty  children  im- 
mediately resist  the  obstacle  which  thwarts 
their  purpose.  In  their  play  we  like  to  see  them 
persist  until  they  overcome  obstacles  which 
prevent  the  carrying  out  of  their  constructive 
ideas,  but  when  they  come  up  against  us  as 
the  obstacle,  we  are  often-times  indignant,  and 
apt  to  object  to  such  resistance. 

At  such  times  it  will  help  us  if  we  will  re- 
member that  we  are  dealing  with  an  untrained 
mind;  the  reasoning  powers  are  developed  but 
little;  the  child  is  controlled  by  impulse,  and 
desire  is  the  primitive  instinct.  Judgment  is 
only  attained  by  experience,  and  little  children 
are  lacking  in  experience. 

Children  do  not  understand  why  we  object 
to  certain  actions.  They  have  yet  to  learn  the 
full  meaning  of  parental  authority.  Their 
natural  instinct  is  to  overcome  a  difficulty,  and 
their  native  independence  leads  them  to  blaze 
their  own  trail;  hence,  we  need  not  be  surprised 
if  at  times  they  refuse  to  be  guided  by  our 
experience  and  direction. 

It  will  not  be  strange,  and  parents  need  not 
be  disheartened  if  at  times  active,  high-spirited 
children,  full  of  eager  curiosity,  have  sudden, 
violent  attacks  of  temper.  Such  outbursts  are 
especially  liable  to  occur  unless  children  are 
provided  with  some  outlet  for  their  super- 
abundant energy.  They  need  plenty  of  room 
and  materials  for  suitable  occupation  and  play. 


92          THE  CHILD  FROM  TWO  TO  SEVEN 

The  high  spirits  and  curiosity  are  valuable  in- 
born qualities  if  diverted  into  proper  channels. 

Children  are  frequently  described  by  parents 
as  rebellious,  sullen,  ugly,  stubborn,  and  even 
stupid.  We  must  look  back  of  the  fits  of 
temper  and  rebellion,  and  endeavor  to  find  the 
reason  why  the  child  is  thus  expressing  him- 
self. Very  often  there  is  a  legitimate  cause 
for  the  upset.  The  child  may  have  eaten  im- 
proper food,  and  the  ugly  fit  of  temper  may 
be  the  result  of  indigestion;  or  unusual  excite- 
ment the  day  before,  such  as  a  party  or  enter- 
tainment, may  be  the  cause  of  tired  nerves 
and  consequent  irritability. 

It  is  frequently  our  inability  to  understand 
children  that  brings  about  circumstances  which 
demand  discipline.  Children  cannot  be  quite 
natural  when  conscious  that  they  are  under 
continuous  observation,  however  friendly  such 
supervision  may  be.  They  need  opportunity 
for  self-expression.  This  does  not  mean  that 
they  are  to  be  allowed  to  do  as  they  please  at 
all  times,  but  that  while  occupied  with  play  or 
work,  it  is  best  not  to  hedge  them  about  with 
unnecessary  restrictions. 

Whatever  may  be  the  cause  of  irritability  or 
loss  of  temper,  it  is  of  the  utmost  importance 
that  as  parents  we  maintain  our  own  poise,  and 
with  gentle  firmness  and  patience,  endeavor  to 
understand  the  child  nature.  To  guide  the  chil- 
dren with  sympathy  and  understanding  is  our 


TRAINING  AND  EDUCATION  93 

high  privilege,  giving  them  the  benefit  of  our 
experience  and  judgment,  but  always  allowing 
the  child  nature  ample  freedom  of  expression, 
in  order  that  it  may  grow  and  blossom  and  un- 
fold itself  naturally  and  without  hindrance. 

CHANGEABLENESS 

One  of  the  most  apparent  characteristics  of 
the  child  nature  is  the  element  of  changeable- 
ness.  Who  has  not  been  impressed  and  even 
amused  by  the  constant  changes  which  occur 
in  children  from  day  to  day?  Their  progress 
in  development  is  marked  by  many  phases, 
mental  and  physical.  They  assume  various  gro- 
tesque expressions  and  attitudes  without  neces- 
sarily being  in  any  sense  abnormal.  Such  man- 
nerisms are  but  the  temporary  expression  of  an 
unstable  and  undeveloped  mind  and  body,  and 
very  frequently  disappear  while  parents  are 
considering  the  best  course  to  pursue. 

It  is  also  true  that  much  of  this  grotesque 
activity  of  children  represents  an  effort  to  imi- 
tate the  odd  sights  and  sounds  in  the  everyday 
world  about  them.  Whatever  attention  we 
give  to  these  oddities  should  be  unobtrusive, 
and  they  are  seldom  to  be  regarded  as  real 
faults.  Nor  do  they  demand  stern  measures 
which  would  rather  tend  to  give  them  undue 
importance,  and  to  make  them  worse.  Our 
best  course  will  be  to  ignore  them  as  much  as 


94         THE  CHILD  FROM  TWO  TO  SEVEN 

possible,    and    provide    suitable    materials    for 
wholesome  play  activities. 

SLOWNESS    OF   PERCEPTION 

Another  characteristic  of  the  child  nature  is 
what  might  be  called  slowness  of  perception. 
That  this  is  natural  to  an  untrained  mind  would 
seem  to  be  apparent  to  all,  yet,  oftentimes 
fathers  and  mothers  forget  this  fact,  and  ex- 
pect the  child  mind  to  comprehend  at  once,  and 
demand  instant  obedience.  It  is  not  strange 
that  sometimes  the  young  child  instinctively 
prefers  to  do  that  with  which  it  is  already 
familiar,  or  acts  slowly  in  doing  something  new 
•and  unfamiliar.  It  is  something  of  the  same 
quality  inherent  in  us  all — the  instinctive  desire 
to  understand  before  we  attempt  to  do. 

If  we  are  patient  and  reasonable  in  our  de- 
mands, and  extend  to  our  children  the  same 
courtesy  which  we  ask  for  ourselves,  we  shall 
have  much  less  cause  for  discipline. 

INDIVIDUAL  TEMPERAMENT 

In  all  our  relations  with  children  it  should  be 
borne  in  mind  that  no  two  children  are  alike 
in  temperament,  and  therefore,  cannot  be  guid- 
ed in  the  same  way.  It  is  essential  that  we 
study  the  temperament  of  each  child,  and  adapt 
our  methods  to  his  special  need.  It  should  fur- 
ther be  considered  that  it  is  difficult  to  estimate 
just  how  much  the  moods  and  actions  of  chil- 


TRAINING  AND  EDUCATION  95 

dren  are  dependent  upon  inherited  tendencies. 
For  this  reason  we  should  be  ever  patient  in 
dealing  with  our  children,  always  keeping  in 
mind  that  such  tendencies  can  to  a  large  ex- 
tent be  overcome  by  proper  environment  and 
wise  training. 

OBEDIENCE   AND   SELF-CONTROL 

The  natural  inclination  of  the  undeveloped 
child  nature  is  to  do  that  which  is  most  attrac- 
tive at  the  present  moment.  Left  alone  out  of 
doors  with  a  vista  of  green  fields  dotted  with 
daisies  and  buttercups  to  attract,  a  child  is  apt 
to  wander  out  of  sight  and  hearing;  in  the 
house  a  box  of  matches  may  arouse  curiosity 
and  investigation,  leading  to  serious  disaster; 
and  at  the  dinner-table,  if  meat,  vegetables,  and 
dessert  are  placed  near  at  hand,  the  child  is 
very  apt  to  eat  the  dessert  first,  and  leave  the 
hearty  food. 

The  eager  young  investigator  is  constantly 
on  the  alert  to  test  and  feel  of  objects  in  the 
world  about  him.  Without  guidance  injury 
may  come  to  body  and  soul ;  he  must  learn  how 
far  he  may  safely  stray  from  the  home  door: 
what  may  or  may  not  be  handled;  and  how  to 
conduct  himself  at  table.  Patiently  and  persist- 
ently he  must  be  taught  the  difference  between 
right  and  wrong,  and  wholesome  respect  for 
wise  leadership.  Thus  does  the  child  come  to 


96         THE  CHILD  FROM  TWO  TO  SEVEN 


arn  the  great  lessons  of  obedience  and  self- 
control. 

The  child  who  is  allowed  to  grow  up  with- 
out such  training,  who  has  not  been  taught 
to  respect  the  rights  of  others  nor  the  meaning 
of  authority,  who  is  allowed  to  eat  all  sorts  of 
unsuitable  food  at  all  sorts  of  hours,  and  to 
have  his  own  way  because  he  makes  so  much 
disturbance,  is  an  exceedingly  disagreeable  ob- 
ject, and  a  reproach  to  his  parents.  Further- 
more, not  having  learned  self-control,  self-de- 
nial, and  respect  for  authority,  such  a  child  is 
bound  to  be  at  a  disadvantage  later  in  life  for 
lack  of  that  poise  and  stability  of  character, 
which  mark  the  well  rounded  man  or  woman. 

Although  the  task  of  guiding  our  children 
may  at  times  seem  beset  with  difficulty  because 
of  their  inborn  desire  to  make  and  follow  their 
own  way,  we  should  have  on  the  other  hand 
as  valuable  aids,  their  affection,  their  respect 
and  confidence.  If  they  love,  admire  and  trust 
us,  they  will  the  more  readily  follow  our  lead- 
ership. 

Unless  repelled,  they  give  us  their  love  in 
full  measure;  we  have  but  to  hold  it  fast;  we 
cannot  hold  their  love  and  respect  by  mere  gifts 
and  free  indulgence.  Our  aim  should  be  to 
show  them  by  simple  explanation  and  illustra- 
tion the  difference  between  right  and  wrong, 
and  why  an-  act  is  wrong;  to  give  them  our 
sympathetic  understanding,  not  indulgence;  to 


TRAINING  AND  EDUCATION  97 

share  their  interests,  and  to  allow  them  to  share 
our  interests  as  far  as  may  be. 

The  old  ideas  of  repression  and  suppression 
in  the  training  of  children  are  passing  away. 
We  want  our  children  to  be  able  to  respect  us, 
and  to  come  to  us  for  counsel;  we  want  them 
to  come  to  us  feeling  that  we  are  their  best 
friends,  not  because  of  any  compulsion  or  fear. 
May  they  ever  find  us  ready  and  sympathetic, 
and  always  worthy  of  their  confidence. 

Having  their  love,  respect  and  confidence  we 
can  do  much  for  them,  but  there  are  also  other 
factors  which  will  help  us  in  obtaining  obed- 
ience. Children  naturally  like  praise,  which  is 
only  another  word  for  appreciation,  and  we  all 
like  to  have  our  efforts  appreciated.  They  also 
like  to  do  things  the  right  way,  and  to  see  them 
come  out  right.  They  are  readily  interested 
and  pleased;  everything  is  new  to  them,  and 
they  are  inexperienced  and  uncritical.  If  we 
are  patient,  and  watch  for  the  opportune  mo- 
ment, we  can  very  often  lead  them  to  a  bet- 
ter understanding,  and  compliance  with  our 
wishes. 

As  parents  we  must  not  expect  too  much  of 
our  little  folks.  The  world  about  them  is  so 
full  of  objects  and  sounds  to  which  they  must 
become  accustomed,  and  which  they  must  learn 
to  comprehend,  that  we  must  always  be  patient 
with  them.  They  need  time  for  perception  and 
adjustment. 


98          THE  CHILD  FROM  TWO  TO  SEVEN 

It  is  well  to  remember,  too,  that  we  ourselves 
are  much  like  the  children,  only  larger  and 
somewhat  more  experienced.  With  all  our 
mature  judgment  and  experience,  we  are  con- 
tinually making  blunders.  We  also  like  to  have 
our  own  way,  and  are  subject  to  changes  of 
mood  and  disposition.  In  our  relations  with 
older  people  we  recognize  our  own  imperfec- 
tions, and  endeavor  to  be  at  our  best,  but  we 
are  too  apt  to  consider  ourselves  apart  from 
the  little  folks,  and  forget  that  we  owe  them 
even  greater  courtesy  and  consideration  be- 
cause of  their  inexperience.  Thus  do  we  need 
to  recognize  our  own  frailties  and  hold  our- 
selves well  in  hand  if  we  are  to  make  the  most 
of  our  children.  Living  with  them  day  by  day, 
we  unconsciously  shape  and  mold  their  char- 
acters by  our  own  actions  and  words.  They 
are  watching  us  all  the  time,  and  learn  more 
by  imitation  than  by  admonition.  They  have 
a  right  to  expect  much  from  us.  If  they  are 
to  learn  self-control,  respect  for  authority,  and 
consideration  for  the  rights  of  other  people,  it 
is  essential  that  they  should  at  all  times  see 
these  qualities  exemplified  in  the  lives  of  those 
about  them.  The  more  we  can  teach  by  ex- 
ample, the  less  occasion  will  there  be  for  com- 
mand or  punishment. 

As  children  grow  out  of  infancy  and  awake 
to  a  consciousness  of  self,  they  commence  to 
express  themselves  in  acts  and  words  which 


TRAINING  AND  EDUCATION  99 

constitute  behavior.  To  these  acts  and  words 
we  older  people  apply  certain  names.  If  the 
child  acts  contrary  to  our  instructions  we  call 
it  disobedience;  or  if  he  misrepresents  some- 
thing we  call  it  untruthfulness. 

Children  are  not  born  obedient  or  truthful; 
nor  are  they  born  disobedient  or  untruthful; 
but  they  are  born  with  certain  possibilities  and 
tendencies.  Some  children  seem  to  have  an 
inborn  sense  of  right;  they  need  guidance  in 
order  to  become  adjusted  to  the  world  about 
them,  but  they  have  little  difficulty  in  learning 
to  obey,  to  be  polite,  and  to  tell  the  truth. 
Gentle  manners  seem  natural  to  them,  and  the 
other  good  qualities  seem  to  follow  easily. 
There  are  other  children  unfortunately  who 
have  just  the  opposite  tendencies,  who  are  han- 
dicapped at  the  very  beginning  of  life,  and  who 
are  always  in  trouble.  We  may  feel,  however, 
that  the  great  majority  of  children  fall  in  neith- 
er of  these  classes,  but  are  just  healthy,  natural 
little  folk  in  the  making,  with  unlimited  pos- 
sibilities for  good,  their  standards  of  behavior 
yet  to  be  formed. 

Training  in  obedience  and  self-control  must 
of  necessity  be  gradual;  the  power  to  reason 
and  understand  is  undeveloped,  and  naturally 
there  will  be  lapses  into  disobedience  and  mis- 
behavior of  different  sorts.  We  cannot,  how- 
ever, be  too  careful  about  judging  our  children 
to  be  disobedient  or  untruthful.  There  is  a 


100        THE  CHILD  FROM  TWO  TO  SEVEN 

difference  between  willful  disobedience  and  dis- 
obedience which  results  from  lack  of  percep- 
tion or  lack  of  understanding. 

In  the  beginning  of  their  experience  children 
frequently  do  things  which  seem  disobedient 
to  parents,  and  misuse  words,  simply  because 
they  have  not  learned  the  full  significance  of 
certain  acts,  or  the  correct  meaning  of  words. 
It  is  our  part  to  appreciate  their  difficulties  in 
adjusting  themselves  to  the  world,  and  by  ex- 
planation and  interpretation,  to  simplify  this 
adjustment  as  much  as  may  be. 

It  is  seldom  wise  to  exact  instant  obedience 
to  new  or  unfamiliar  demands;  to  do  so  is  to 
invite  disobedience  or  deceitfulness.  Except  in 
ordinary,  familiar  matters,  time  must  be  al- 
lowed for  comprehension  and  adjustment. 
Children  differ  markedly  in  perception;  some 
minds  are  slow,  some  very  quick,  but  we  must 
not  expect  instant  comprehension. 

On  the  other  hand,  certain  occasions  may 
arise  when  prompt  obedience  is  necessary  in 
order  to  protect  the  child  from  mental  or  phys- 
ical injury,  to  protect  the  rights  of  other  people, 
and  to  develop  the  will  power  and  judgment 
of  the  child. 

Sooner  or  later  our  children  must  learn  that 
they  will  frequently  be  obliged  to  give  up  their 
own  way;  hence,  the  habit  of  cheerful  obed- 
ience should  be  acquired  during  these  early 
years,  in  order  that  they  may  learn  to  yield 


TRAINING  AND  EDUCATION  101 

gracefully  and  courteously  when  occasion  re- 
quires. With  the  exception  of  certain  emer- 
gencies, when  to  wait  would  bring  disaster, 
there  is  usually  time  before  obedience  is  ex- 
pected for  a  few  quiet  words  of  explanation 
to  make  clear  to  the  childish  comprehension 
the  reason  for  prompt  obedience.  This  is  only 
treating  our  children  as  we  would  wish  to  be 
treated  ourselves.  Adults  are  seldom  if  ever 
expected  to  change  their  plan  of  action  without 
knowing  the  reasons  therefor,  and  are  apt  to 
object  even  when  obliged  to  change  for  good 
reason.  There  are  people,  however,  who  think 
that  children  should  obey  cheerfully  without 
question. 

Some  care  should  be  taken  to  choose  the  most 
suitable  time  to  explain  matters,  or  to  appeal 
to  a  child's  reason.  Obviously  this  should  not 
be  attempted  during  moments  of  rebellion  when 
ill-temper  is  rife.  It  is  when  calmness  and 
good-nature  is  restored  that  we  should  try  by 
simple  explanation  to  make  clear  to  the  child 
the  reasons  why  one  way  is  better  than  an- 
other. Frequently  an  apt  illustration  or  a  time- 
ly story  will  open  the  way  for  more  complete 
understanding. 

It  is  best  not  to  argue  with  a  child.  Argu- 
ment is  useless  as  a  means  of  enlightening  the 
way  of  a  little  child,  and  more  often  leads  to 
misunderstanding  between  parent  and  child. 
Oftentimes,  after  a  few  kindly  words  of  ex- 


102        THE  CHILD  FROM  TWO  TO  SEVEN 

planation  as  to  why  we  disapprove,  silence  will 
serve  our  purpose  better  than  words,  and  if  we 
quietly  leave  the  child  alone,  he  will  frequently 
find  his  own  mistake,  and  later  show  us  that 
he  understands. 

OVERUSE  OF  THE  WORD  "DON'T" 

Probably  most  parents  of  young  children  will 
admit  that  they  overuse  the  word  "Don't",  and 
that  they  often  use  the  word  unnecessarily.  Its 
use  becomes  such  a  habit  that  we  forget  there 
are  other  words  which  will  bring  about  obed- 
ience even  more  quickly  and  more  willingly. 
If  every  small  misadventure  is  punctuated  with 
the  word  "Don't",  the  day  will  become  a  con- 
stant series  of  "Don'ts",  for  it  is  inevitable  that 
there  will  be  many  such  minor  mistakes  during 
childhood.  Children  hear  the  word  so  frequent- 
ly that  they  give  little  heed  to  it,  and  learn 
little  of  the  real  meaning  of  obedience.  As 
parents,  then,  we  may  well  practice  a  certain 
amount  of  judicious  letting  alone,  and  ignore 
some  of  the  more  unimportant  deviations  from 
what  we  might  consider  absolutely  correct.  In 
our  efforts  to  steer  our  little  folks  into  the 
right  path,  if  we  would  more  often  say 
"Keep  to  the  right,"  "Lift  up  your  feet"  in- 
stead of  so  frequently  using  the  word  "Don't", 
obedience  would  come  more  readily  and  cheer- 
fully. 


TRAINING  AND  EDUCATION  103 

AS  TO  THE  USE  OF  BRIBES  AND  REWARDS 

One  of  the  most  serious  mistakes  made  in 
the  training  of  children  is  to  bribe  or  reward 
in  order  to  secure  obedience.  Once  commenced, 
the  demands  of  children  are  apt  to  become 
more  and  more  insistent,  and  they  become  like 
so  many  little  tyrants.  Our  purpose  should  be 
to  appeal  to  only  what  is  best  in  our  children, 
to  show  them  the  right  way,  and  expect  them 
to  do  right  because  it  is  right.  To  do  other- 
wise, is  to  appeal  to  the  lower  side  of  their 
nature,  and  must  inevitably  weaken  their  moral 
sense.  The  more  we  can  take  children  into  our 
confidence,  and  make  clear  and  luminous  the 
way  of  right  and  truth,  the  less  need  will  there 
be  for  bribes  and  rewards. 

PUNISHMENT 

The  more  we  can  appeal  to  the  child's  reason, 
the  less  occasion  will  there  be  for  punishment. 
Eventually  children  must  learn  to  govern  the 
body  by  the  will,  and  normal,  healthy  children 
prefer  to  control  their  own  actions.  It  should 
be  our  purpose  to  lead  rather  than  force,  to 
influence  the  child's  mind  rather  than  the  body. 

It  is  well  to  make  clear  and  definite  to  the 
child's  understanding  the  meaning  of  punish- 
ment, and  that  wrong-doing  is  usually  followed 
by  unpleasant  results.  Children  may  be  told 


104        THE  CHILD  FROM  TWO  TO  SEVEN 

that  touching  a  hot  surface  or  fire  will  burn 
and  cause  pain;  or  that  if  they  stray  from  the 
home  yard  they  may  become  lost,  be  without 
food,  the  protection  of  home,  and  the  care  of 
parents.  Wrong-doing  frequently  brings  its 
own  punishment,  and  the  lesson  is  thus  suffi- 
ciently impressed  upon  the  child's  mind  without 
further  discipline,  although  we  can  often  re- 
enforce  the  lesson  by  simple  explanation. 

Parents  will  differ  as  to  methods  of  punish- 
ment used,  but  there  is  common  ground  upon 
which  all  can  stand.  It  should  be  used  only 
with  the  one  purpose  in  mind  of  helping  the 
child  to  remember  not  to  repeat  a  misdeed. 
If  there  is  any  other  effective  way  to  accom- 
plish this  purpose,  punishment  should  be  avoid- 
ed. It  should  be  used  thoughtfully,  only  after 
careful  consideration,  and  never  when  the  par- 
ent is  angry. 

A  common  mistake  is  to  threaten  some  form 
of  punishment  and  not  carry  it  out.  Such 
threats,  often  made  on  the  impulse  of  the  mo- 
ment, are  frequently  not  consummated  because 
in  the  press  of  other  duties  the  parent  forgets; 
or  when  the  moment  for  actual  punishment 
arrives  the  parent  may  feel  that  the  threatened 
penalty  is  too  severe,  and  relents.  Children 
soon  learn  that  the  threats  are  never  carried 
out,  ignore  them,  and  are  very  apt  to  lose  that 
wholesome  respect  for  parents,  upon  which  real 
affection  is  founded. 


TRAINING  AND  EDUCATION  105 

It  is  best  not  to  threaten  children  with  cer- 
tain penalties.  Aside  from  the  fact  that  the 
busy  parent  may  forget  to  carry  them  out,  chil- 
dren may  consider  that  the  pleasure  is  worth 
the  cost  of  disobedience.  We  should  make  the 
fact  perfectly  clear  that  discomfort  or  depriva- 
tion will  surely  follow  misbehavior  or  disobed- 
ience, but  we  should  not  make  it  possible  for 
children  to  anticipate  or  weigh  the  possibilities 
of  the  exact  kind  of  punishment. 

Nor  should  we  put  off  an  expected  punish- 
ment until  the  following  day.  This  is  cruelty, 
especially  to  sensitive  children.  A  new  day  is 
a  glorious  opportunity  for  joyous  living  and 
work  well  done.  Let  us  not  mar  it  by  un- 
pleasant reminders  of  the  doleful  mishaps  of 
yesterday. 

Loud  or  harsh  tones  arouse  rebellion  or  anger 
in  strong,  independent  children,  and  frighten 
and  sear  the  spirit  of  sensitive  children.  In 
either  case  such  treatment  is  not  only  useless, 
so  far  as  helping  children  to  do  better  is  con- 
cerned, but  very  often  does  irremediable  harm. 
Lack  of  control  or  loss  of  temper  on  the  part 
of  parents  can  but  result  in  humiliation  and 
defeat. 

A  parent  who  is  a  despot  in  the  household 
is  not  a  pleasant  or  gracious  influence  in  a 
home.  His  children  may  obey,  but  it  is  that 
sullen,  rebellious  obedience  which  is  an  out- 
growth of  fear.  Obedience  is  desirable,  but 


106        THE  CHILD  FROM  TWO  TO  SEVEN 

children  cannot  be  spanked  or  whipped  or  scold- 
ed into  doing  right.  Such  punishment  is  fre- 
quently used  in  moments  of  annoyance  or  anger; 
indeed,  it  is  safe  to  say  that  if  parents  stopped 
to  think  there  would  be  very  little  corporal 
punishment. 

Children  cannot  be  expected  to  reason  or 
think  very  deeply,  but  parents  surely  must  be 
thoughtful  and  reasonable  and  hold  themselves 
well  in  hand,  if  they  are  to  teach  their  children 
obedience  and  self-control.  Impetuous,  ill-con- 
sidered treatment  of  children  will  never  accom- 
plish the  only  legitimate  purpose  of  all  dis- 
cipline, namely,  to  make  children  realize  some- 
thing of  genuine  regret  for  wrong  action,  and 
to  inspire  them  with  a  fervent  desire  for  im- 
provement. 

There  are  many  parents  whose  children  show 
excellent  training,  who  have  seldom  if  ever 
used  strap  or  stick;  there  is  a  constant  endeavor 
to  make  the  home  a  place  where  a  spirit  of  all 
for  each  and  each  for  all  abides;  where  there 
is  an  atmosphere  of  good  cheer  and  wholesome 
enjoyment;  and  where  high  standards  of  con- 
duct for  parents  as  well  as  children  prevail. 

METHODS  OF  CORRECTION 

There  are  so  many  excellent  methods  of  cor- 
recting misconduct  that  the  use  of  harsher 
methods  is  usually  unnecessary.  For  miscon- 
duct at  the  table,  depriving  the  child  of  dessert 
may  prove  effective,  or  having  the  child  sit  at 


TRAINING  AND  EDUCATION  107 

a  small  table  alone  for  the  remainder  of  the 
meal,  will  often  teach  better  manners.  For 
cross  or  saucy  language,  washing  out  the  mouth 
with  soap  and  water  has  helped  some  children 
to  be  more  careful  how  they  talk.  Leaving  the 
child  alone  in  a  room  gives  opportunity  for 
reflection.  Crying,  screeching  and  kicking  cease 
very  quickly  when  there  is  nobody  to  notice; 
tense  nerves  relax,  the  body  becomes  quiet,  and 
very  often  sleep  will  follow.  On  awaking  the 
child  usually  greets  us  with  sunny  good  nature, 
and  seeks  to  make  amends. 

One  of  the  best  ways  to  bring  about  a. better 
state  of  mind  is  to  take  it  for  granted  that 
the  child  is  not  well,  and  put  him  to  bed  in  a 
quiet  room,  alone  and  without  play  material 
of  any  kind.  Inasmuch  as  many  attacks  of  ill- 
temper  are  the  result  of  tired  nerves,  sleep 
often  comes  quickly,  and  the  child  awakes  re- 
freshed and  happy.  Most  children  dislike  to  go 
to  bed,  and  the  lesson  is  seldom  forgotten. 

Sending  children  to  bed  earlier  than  usual 
after  supper  will  frequently  teach  them  to  re- 
member not  to  repeat  wrong-doing.  Although 
we  may  limit  supper  to  crackers  and  milk,  it  is 
not  good  practice  to  send  children  to  bed  with- 
out food  of  some  sort.  Nor  should  we  allow 
them  to  go  to  sleep  without  the  usual  kindly 
explanation  and  "Good-night". 

Many  excellent  methods  of  training  and  dis- 
cipline are  used  by  as  many  different  parents. 


108        THE  CHILD  FROM  TWO  TO  SEVEN 

No  matter  how  good  the  method  it  will  not 
serve  with  all  children,  nor  will  it  always  serve 
with  the  same  child.  We  must  study  our  little 
folks,  and  treat  each  one  individually. 

CHILDREN  NEED  PLENTY  TO  DO 

Idleness  and  mischief  go  hand  in  hand.  The 
surest  preventative  of  mischief  is  to  provide 
plenty  of  occupation  and  play  material  suitable 
for  the  age.  All  normal  children  must  be  fully 
occupied  with  work  for  hand,  eye  and  mind, 
for  unless  activities  of  the  right  kind  are  pro- 
vided, they  will  inevitably  seek  for  and  find  the 
sort  that  brings  disaster. 

As  parents  we  need  to  remember  that  what 
we  are  apt  to  term  "Mischief"  is  really  the  re- 
sult of  a  perfectly  normal  instinct  on  the  part 
of  children  to  look  for  something  to  do.  We 
must  also  keep  pace  with  the  child's  mind, 
which  develops  with  exceeding  rapidity.  Nor- 
mal children  rapidly  outgrow  their  occupations 
as  well  as  their 'clothes.  As  the  mind  develops, 
and  they  feel  the  force  of  new  powers  and  ex- 
periences, they  must  be  provided  for  anew. 
They  are  not  to  be  treated  the  same  way  a 
month  or  two  hence  as  they  are  today.  They 
are  advancing  and  must  have  new  interests  and 
tasks  to  help  them  develop  creative  power  and 
judgment.  Children  wrho  are  without  occupa- 
tion, and  who  are  wandering  aimlessly  about 
asking  for  something  to  do,  have  simply  out- 


TRAINING  AND  EDUCATION  109 

grown  the  occupations  provided  for  them,  or 
have  not  been  taught  the  joy  of  creating  new 
things.  It  is  for  parents  to  provide  suitable 
material  for  constructive  occupation,  and  to 
give  them  some  insight  into  the  use  of  material 
and  tools  for  working  out  their  own  ideas. 

TEACH  THE  JOY  OF  WORK  WELL  DONE 

In  all  these  play  activities  there  is  abundant 
opportunity  to  teach  children  the  joy  of  work 
well  done,  and  in  the  performance  of  their  small 
duties  about  the  house,  it  is  well  from  the  be- 
ginning to  start  them  with  a  strong  purpose 
to  do  well  whatever  they  have  to  do.  The 
world  has  no  use  for  slipshod  work;  men  and 
women  are  expected  to  do  their  work  thor- 
oughly and  completely;  otherwise  they  fail,  and 
fall  behind  in  the  race. 

Children  are  naturally  heedless,  but  they  also 
have  an  inborn  desire  for  perfection.  If  then, 
we  can  teach  them  to  be  prompt  and  accurate, 
and  to  strive  for  perfection,  even  though  they 
may  often  come  short  of  the  mark,  we  shall 
be  giving  them  an  ideal  which  will  ultimately 
make  them  better  citizens,  and  help  them  to 
serve  mankind  with  greater  power  and  effi- 
ciency. 

TRUTHFULNESS 

As  our  children  gain  steadily  in  habits  of 
thoroughness  and  accuracy,  they  will  naturally 
learn  the  importance  and  value  of  truth  in 


110        THE  CHILD  FROM  TWO  TO  SEVEN 

thought  and  speech.  To  cultivate  in  our  chil- 
dren the  power  to  use  simple,  correct  English 
in  low,  yet  distinct  and  pleasing  tones,  is  to 
add  immeasurably  to  their  charm  of  manner; 
but  it  also  does  more  than  this;  children  who 
learn  to  think  and  speak  simply  and  accurately 
are  not  so  apt  to  exaggerate  or  misrepresent 
the  facts. 

Normal,  healthy  children  growing  up  in  a 
home  atmosphere  where  there  is  at  all  times 
a  high  regard  for  the  sacredness  of  truth,  are 
usually  truthful.  They  are  quick  to  detect  any 
evasion  or  misrepresentation  of  facts;  hence, 
their  questions  should  be  answered  with  frank- 
ness and  sincerity.  There  is  always  some  way 
of  representing  the  truth  which  is  suitable  for 
children,  and  if  we  are  to  have  their  full  con- 
fidence and  trust,  we  must  make  the  truth  stand 
out  as  clearly  and  distinctly  as  possible.  The 
more  accurate  their  ideas,  the  more  clearly 
they  can  see  their  way. 

In  this  as  in  other  matters  pertaining  to 
child  culture,  we  need  to  remember  that  we 
are  dealing  with  an  untrained  mind.  Some- 
times children  do  not  know  they  are  telling 
an  untruth.  There  are  many  words  the  mean- 
ing of  which  is  not  clear  in  their  minds,  and 
they  may  be  telling  the  truth  in  so  far  as  they 
understand  words  and  facts.  It  is  also  true 
that  children  are  not  always  clear  in  their  dis- 
tinctions; they  may  confuse  thought  and  real- 


TRAINING  AND  EDUCATION  111 

ity;  they  speak  as  they  think  and  believe,  and 
the  spoken  idea  becomes  to  them  reality. 

Thus  it  is  evident  that  we  should  give  the 
little  folks  the  benefit  of  the  doubt,  and  be  slow 
to  show  any  lack  of  belief.  In  our  search  for 
the  truth  we  need  to  exercise  patience,  gentle- 
ness and  tact.  Children  have  been  frightened 
into  telling  an  untruth  by  sharp  questioning, 
impatience  or  indignation.  Our  aim  should  be 
to  lead  our  children  to  a  correct  understanding 
of  the  difference  between  fact  and  fancy,  and 
to  show  them  that  we  are  always  ready  to 
help  them  find  the  truth. 

EDUCATION 

The  most  valuable  and  important  part  of  a 
child's  education  is  acquired  unconsciously  at 
home  and  in  the  great  out  of  doors,  while  the 
young  mind  is  still  free  and  unconfused  by  the 
multiplicity  of  school  subjects.  These  first 
years  of  life  afford  the  richest  soil  and  the 
parent's  greatest  opportunity  for  building 
strong  and  deep  the  foundations  of  character. 

Children  acquire  knowledge  not  so  much  by 
precept  or  teaching  as  by  observation  and  imi- 
tation; they  copy  the  sights  and  sounds  of  the 
family  life  about  them,  and  thus  learn  to  ex- 
press themselves  in  words  and  actions. 
Throughout  childhood  they  unconsciously  imi- 
tate the  language  and  manners  of  the  older 
people  with  whom  they  come  in  contact. 


112        THE  CHILD  FROM  TWO  TO  SEVEN 

Taking  these  facts  into  consideration  we  can 
see  where  our  responsibilities  lead  us.  In  so  far 
as  the  children  themselves  are  concerned,  the 
nobler  attributes  of  character  are  as  easily  ac- 
quired as  the  coarser  and  meaner  qualities.  If 
from  birth  children  hear  only  language  which 
is  correct  and  pleasing,  and  are  with  people 
who  are  cheerful,  kindly  and  thoughtful  for 
the  welfare  of  others,  they  invariably  reflect 
these  qualities  in  their  own  characters.  On  the 
other  hand,  children*  who  are  obliged  to  live  in 
a  home  where  there  is  constant  fault-finding, 
scolding  and  strife,  are  bound  sooner  or  later 
to  show  such  qualities  in  their  behavior. 

When  we  see  older  children  and  men  and 
women  who  have  personal  charm  and  gracious- 
ness  of  manner,  we  are  too  much  inclined  to 
regard  this  graciousness  of  manner  as  a  rare 
and  precious  gift,  but  it  is  probably  more  fre- 
quently the  result  of  careful  training  by 
thoughtful  parents  during  the  first  six  or  eight 
years  of  life,  in  the  two  great  qualities  upon 
which  personal  charm  depends,  namely,  un- 
selfishness, and  thoughtfulness  for  the  pleasure 
and  comfort  of  others. 

Little  children  are  discoverers  and  explorers 
setting  out  on  the  most  wonderful  of  journeys 
in  a  world  full  of  strange  people  and  marvelous 
countries.  They  are  in  the  morning  of  life; 
everything  is  new  and  fresh  and  mysterious. 
Fortunate  indeed  are  we  who  have  the  privi- 


TRAINING  AND  EDUCATION  113 

lege  of  faring  forth  as  the  companions  of  our 
children;  of  seeing  with  their  eyes  the  glories 
of  the  fields,  the  flowers,  the  trees,  and  the 
marvels  of  the  starry  heavens;  of  listening  with 
them  to  the  songs  of  the  birds,  the  joyous  notes 
of  all  insect  life;  the  sighing  of  the  wind  in 
the  tree-tops,  and  the  breaking  of  the  surf  on 
the  sandy  shore. 

As  older  comrades  let  us  answer  their  eager 
questioning  with  an  understanding  sympathy 
which  shall  always  bring  them  to  our  side  in 
time  of  need.  It  is  for  us  to  explain  and  in- 
terpret to  our  children  as  best  we  may  the 
meaning  of  all  the  sights  and  sounds  of  the 
great  world.  Simple  as  their  questions  may 
appear  to  our  mature  minds,  we  should  meet 
them  with  patience  and  sincerity.  Often  the 
questions  may  not  be  so  simple,  and  we  may 
find  ourselves  surprised  that  some  particular 
point  had  not  occurred  to  us  before.  We  shall 
learn  as  well  as  the  children,  and  in  their 
blessed  companionship  we  shall  see  new  radi- 
ance and  loveliness  in  the  beautiful  things  of 
earth. 

INSTRUCTION   CONCERNING  THE   ORIGIN   OF   LIFE 

Many  children  ask  questions  concerning  the 
origin  of  life  before  they  reach  the  age  of  seven 
years.  It  is  perfectly  natural  and  normal  that 
they  should  be  curious  in  regard  to  the  advent 
of  the  young  stranger  in  home  or  neighborhood 


114        THE  CHILD  FROM  TWO  TO  SEVEN 

They  are  interested  in  everything  that  lives  and 
changes  and  grows. 

As  soon  as  children  are  old  enough  to  won- 
der and  ask  questions,  they  are  old  enough  to 
be  told  the  more  elemental  truths  in  regard  to 
sex  and  reproduction,  and  the  parents  should 
be  the  first  teachers.  Too  often  parents  avoid 
this  important  duty,  and  when  children  ask  the 
first  question  either  silence  them  at  once,  or 
change  the  subject.  Children  are  quick  to  de- 
tect evasion  or  deception,  and  soon  learn  that 
their  parents  do  not  wish  to  talk  about  these 
matters. 

Parents  should  not  deceive  themselves.  Chil- 
dren must  mingle  with  other  children  more  and 
more  as  school  life  begins,  and  few  children 
reach  the  age  of  ten  without  acquiring  some 
sort  of  knowledge  concerning  the  subject,  how- 
ever crude  it  may  be.  It  is  much  to  be  pre- 
ferred that  they  should  be  told  the  truth  in 
clean  language  by  parents  who  love  them,  than 
that  their  ideas  should  be  corrupted  by  the 
coarse  exaggeration  and  vulgarity  of  chance 
acquaintances. 

When  children  are  repulsed  by  those  nearest 
to  them,  and  learn  to  hide  their  thoughts  from 
their  parents,  there  is  built  up  between  children 
and  parents  a  dangerous  reserve,  and  as  they 
approach  the  critical  years  of  adolescence,  there 
will  be  lacking  that  complete  confidence  be- 
tween parents  and  children  so  sorely  needed 
at  this  time. 


TRAINING  AND  EDUCATION  115 

Children  should  be  taught  from  the  earliest 
years  to  bring  all  questions  to  mother  and 
father,  and  should  be  made  to  feel  that  they 
will  always  be  sure  of  a  sympathetic  hearing. 
Answers  to  questions  should  be  so  frank  and 
straight-forward  that  not  the  slightest  doubt 
will  remain  in  the  child's  mind  as  to  the  par- 
ent's sincerity.  We  cannot  keep  our  children 
innocent  by  keeping  them  ignorant.  The  best 
way  to  avoid  morbid  curiosity  is  to  satisfy  nor- 
mal curiosity. 

In  talking  with  children  it  is  best  to  present 
only  the  normal  aspect  of  the  subject.  First 
impressions  are  always  the  strongest  and  deep- 
est; therefore,  we  should  see  to  it  that  the 
earliest  impressions  are  correct  and  of  a  high 
order.  From  the  very  first  children  should  be 
made  to  feel  the  sacredness  of  parenthood. 
They  will  naturally  think  of  it  in  this  way  if 
their  ideas  of  sex  and  parenthood  are  not  dis- 
torted by  fanciful  stories  or  evasive  replies  to 
questions. 

Let  us  teach  our  children  that  this  great 
function  is  intimately  related  to  the  mental, 
moral  and  physical  welfare  of  the  race.  The 
whole  subject  needs  to  be  divested  of  the  cloak 
of  secretiveness  and  prudery;  bring  it  out  into 
the  light  of  day,  and  thus  dignify  and  ennoble 
it  with  the  transparency  of  truth  and  whole- 
someness. 


116        THE  CHILD  FROM  TWO  TO  SEVEN 

When  the  child  asks  the  first  question  con- 
cerning the  new  baby,  the  parent  should  give 
the  real  truth.  We  need  not  be  experts  to 
satisfy  the  normal  curiosity  of  a  little  child. 
The  simple  truths  given  with  frankness  and 
sincerity  in  plain,  simple  language,  are  more 
easily  comprehended  by  the  child.  It  is  best 
to  give  only  one  or  two  facts  at  one  time,  and 
children  will  probably  ask  about  some  of  the 
fundamental  truths  several  times  before  they 
fully  understand.  The  answering  of  a  question 
may  take  the  form  of  a  quiet  talk,  and  should 
be  unhurried  and  undisturbed,  for  we  are  build- 
ing foundations,  and  lasting  impressions  are  be- 
ing made. 

In  simple  words,  then,  we  may  tell  the  chil- 
dren that  the  baby  comes  from  the  mother, 
that  while  it  is  little  the  mother  keeps  it  in  a 
warm,  safe  place  right  under  her  own  heart. 
At  first  the  baby  is  very  little,  so  small  that  it 
must  stay  a  long  time  where  it  is  warm  and 
safe.  All  this  time  while  the  baby  is  growing 
strong  enough  to  live  outside,  the  mother  and 
father  are  thinking  about  it.  The  mother  is 
making  little  clothes  for  it,  and  the  father  is 
working  hard  so  that  he  can  buy  everything 
needed  to  make  the  mother  and  baby  com- 
fortable. The  father  watches  over  the  mother 
very  carefully,  for  he  does  not  want  her  to 
work  too  hard.  When  the  baby  has  grown 
strong  enough  it  leaves  its  warm  nest,  and  the 


TRAINING  AND  EDUCATION  117 

mother  and  father  are  glad  to  have  the  little 
one  in  their  arms  and  care  for  it. 

It  is  entirely  natural,  and  need  not  surprise 
parents,  if  children  ask  how  the  baby  comes 
out,  or  how  it  is  born,  and  why  the  doctor 
comes.  It  is  much  better  for  the  parent  to 
answer  than  for  the  information  to  be  given 
by  strangers,  who  may  distort  the  facts,  or  be 
careless  as  to  choice  of  words.  No  details  con- 
cerning birth  should  be  given,  but  the  simple 
fact  stated  that  there  is  a  passageway  which 
enlarges  sufficiently  to  allow  the  baby  to  come 
out,  and  the  doctor  comes  to  see  that  the  baby 
is  born  safely,  and  to  tell  the  parents  how  to 
care  for  the  little  one. 

Just  how  much  information  should  be  given 
to  children  will  depend  upon  their  age,  environ- 
ment and  development.  We  must  be  guided  by 
their  questions,  answering  them  frankly  and 
simply  as  they  occur.  Certain  children  may 
never  ask  any  questions;  such  children  should 
be  observed  closely  in  order  to  circumvent  any 
outside  influences  in  this  respect. 

During  these  first  years  when  they  are  most 
easily  guided  into  a  clean  and  wholesome  view 
of  physical  life,  it  is  desirable  to  impress  upon 
their  minds  the  importance  of  personal  clean- 
liness. The  time  of  bathing  and  dressing  offers 
an  opportunity  to  mention  to  children  that  the 
sex  organs  should  not  be  touched  except  to 
wash  them,  adding  if  necessary  that  any  hand- 


118        THE  CHILD  FROM  TWO  TO  SEVEN 

ling  of  the  parts  interferes  with  good  health 
and  growth.  Brevity  is  desirable  in  speaking 
about  such  matters,  avoiding  undue  emphasis 
or  any  words  which  might  arouse  curiosity. 

We  should  also  make  it  plain  from  the  be- 
ginning that  well-bred  children  never  talk  about 
these  matters  with  other  people,  but  only  with 
their  own  father  and  mother,  who  can  tell  them 
more  about  what  they  want  to  know,  and  who 
will  always  be  glad  to  answer  questions;  also, 
that  it  is  better  to  ask  about  these  matters 
when  mother  and  father  are  alone,  rather  than 
in  the  presence  of  other  people. 

As  children  grow  older  and  enter  school  life, 
parents  will  need  to  observe  closely  in  order 
to  prevent  the  acquisition  of  spurious  or  un- 
wholesome knowledge.  A  little  unobtrusive 
questioning  occasionally  will  show  whether 
they  have  been  talking  with  people  outside  the 
home.  The  parent  should  correct  any  false  im- 
pressions, and  be  sure  that  the  children  under- 
stand and  know  the  truth. 

If  the  subject  is  approached  with  some  care 
and  thoughtfulness,  it  can  be  presented  to  'chil- 
dren in  an  entirely  wholesome  manner,  and- they 
may  be  impressed  with  the  sacredness  of  home 
and  family  life,  as  well  as  by  the  love  and  de- 
votion of  the  mother  and  father, 


STEADY  NERVES  AND  HEALTHY  MIND 


"A  sound  mind  in  a  sound  body;  if  the  former  be  the  glory  of 
the  latter,  the  latter  is  indispensable  to  the  former." — Edwards. 


"To  look  up  and  not  down; 
To   look  fortvard  and  not   back; 
To  look  out  and  not  in, 
and  to  lend  a  hand." 

— Edward   Everett   Hale. 


CHAPTER  VII 

STEADY  NERVES  AND  HEALTHY  MIND 

A  group  of  merry  children,  sunny  tempered, 
cheery  and  wholesome,  robust  of  body,  and 
healthy  in  mind,  is  a  heartening  sight,  and 
makes  the  whole  community  a  blithesome  place 
in  which  to  live.  Fortunately  for  the  world  in 
general,  there  are  many  such  children.  On  the 
other  hand,  there  are  far  too  many  children  of 
the  other  kind;  little  folks  wrho  are  thin  and 
pale,  silent  and  unsmiling,  irritable  or  sullen; 
and  others  who  are  precocious  and  old  beyond 
their  years,  and  this  is  a  sad  and  disheartening 
state  of  affairs.  The  first  picture  is  the  most 
beautiful  sight  in  the  world;  the  latter  is  the 
saddest. 

The  fact  is  becoming  more  and  more  apparent 
that  disorders  of  the  nerves  and  mind  are  on 
the  increase.  Many  of  these  disorders  have 
their  beginnings  during  the  early  years  of  child- 
hood, and  we  are  rapidly  coming  to  feel  that 
there  must  be  a  large  and  important  work  done 
in  the  home  during  the  first  years  of  life  to  pre- 
vent the  inception  of  these  disorders. 

Conditions  and  happenings  which  seem  trivial 
and  unimportant  very  often  form  the  basis  of 
the  nerve  disorders  of  adult  life.  Most  chil- 
dren are  on  certain  occasions  restless  or  peev- 


122        THE  CHILD  FROM  TWO  TO  SEVEN 

ish,  and  all  children  are  more  or  less  self-con- 
scious and  timid,  but  when  such  symptoms 
become  more  constant  and  pronounced,  we 
must  scrutinize  carefully  our  ways  of  living 
and  home  conditions  for  possible  sources  of 
irritation  which  may  be  causing  nervous  strain. 

There  will  always  be  a  difference  of  opinion 
as  to  whether  a  child's  heredity  or  environment 
has  most  to  do  with  its  future  life  and  condi- 
tion. Perhaps  we  are  too  ready  to  ascribe  cer- 
tain unpleasant  traits  to  inheritance.  We  may 
be  sure 'that  both  nature  and  nurture  are  of 
great  importance.  To  what  extent  the  child 
nature  is  influenced  by  the  characteristics  of 
parents  and  grandparents  is  impossible  to  esti- 
mate. We  may  assure  ourselves  that  the 
stronger  and  nobler  qualities  are  inherited  as 
well  as  the  weaker.  Very  many  thoughtful 
people  feel  that  with  most  children,  coming 
from  good  average  racial  stocks,  suitable  sur- 
roundings and  careful  training  will  offset  many 
undesirable  inherited  characteristics. 

Parents  may  well  bear  in  mind  the  fact  that 
during  these  early  years  the  child's  brain  and 
nervous  system  are  in  an  undeveloped,  unstable 
condition,  and  should  be  carefully^  guarded 
against  over  stimulation;  such  care  should  com- 
mence in  early  infancy,  and  continue  through- 
out childhood. 

During  the  first  year  of  life  children  should 
simply  sleep,  eat  and  grow.  They  will  usually 


NERVES  AND  MIND  123 

sleep  eighteen  and  often  twenty  hours  out  of 
the  twenty-four  during  the  first  six  months, 
and  sixteen  to  eighteen  hours  of  the  day  during 
the  second  six  months  of  life.  Aside  from 
providing  proper  food  at  regular  intervals, 
plenty  of  fresh  air,  and  keeping  them  clean  and 
dry,  parents  may  well  follow  a  policy  of  judi- 
cious letting  alone,  allowing  the  dawning  in- 
telligence to  unfold  itself. 

No  toys  or  other  means  of  amusement  are 
needed  during  the  first  half  year,  and  even 
during  the  latter  half,  it  is  best  to  allow  chil- 
dren to  amuse  themselves  most  of  the  time. 
Only  a  few  very  simple  toys  are  needed.  Young 
children  become  irritable  and  do  not  sleep  well 
if  constantly  subjected  to  the  excitement  of 
play.  Playing  with  infants  at  bedtime  is  a 
common  cause  of  sleeplessness.  Especially  in- 
jurious is  the  practice  of  tossing  them  and 
catching  them  in  the  arms,  or  other  violent 
exercise.  Such  amusement  is  bound  to  result 
in  loss  of  sleep,  indigestion  and  nervous  irri- 
tability. 

After  the  first  year,  and  all  through  the 
foundation  years,  the  same  careful  planning  of 
the  child's  life  must  be  continued  if  we  would 
have  children  with  rosy  cheeks,  clear  eyes, 
steady  nerves  and  sunny  dispositions.  Factors 
of  the  most  vital  importance  are  a  well  bal- 
anced diet,  abundance  of  sleep,  plenty  of  fresh 
air,  carefully  supervised  play  activities  and  out- 


124        THE  CHILD  FROM  TWO  TO  SEVEN 

door  exercise  with  other  children.  These  are 
fundamental  necessities  in  the  healthy  develop- 
ment of  all  children.  Lacking  any  one  of  these 
fundamentals  must  ultimately  prove  detrimen- 
tal to  the  child's  mental  and  moral  well-being. 

One  factor  which  stands  out  more  and  more 
clearly  as  a  cause  of  stunting  of  body  and 
mind  is  lack  of  proper  food  during  these  early 
years.  The  matter  of  nutrition  and  the  train- 
ing of  children  in  regard  to  the  fundamentals 
of  careful  living  has  been  so  thoroughly  con- 
sidered in  Chapter  III,  that  it  is  mentioned 
here  only  for  re-emphasis.  Probably  the  most 
common  cause  of  poor  nutrition,  and  the  most 
serious  mistake  made  by  parents  is  allowing 
children  to  choose  their  own  food.  Obviously, 
little  children  know  nothing  about  food  values; 
they  are  not  capable  of  choosing  a  well  balanced, 
body-building  diet.  Parents  should  choose  foods 
which  are  known  to  be  nutritious.  No  greater 
blessing  can  be  conferred  upon  children  than 
to  accustom  them  to  eat  and  digest  plain, 
wholesome  food.  Children  who  are  permitted 
to  acquire  a  dislike  for  wholesome  foods,  suf- 
fer from  poor  nutrition,  loss  of  sleep,  and  are 
very  apt  to  develop  disorders  of  the  nerves  later  in 
life. 

A  sound  mind  is  dependent  upon  a  sound 
body.  Children  who  lack  healthy  outdoor  play 
and  muscular  exercise,  are  often  timid  and  lack 
self-reliance  and  courage.  Those  who  are 


NERVES  AND  MIND  125 

trained  to  like  healthy  exercise  out  of  doors 
acquire  much  more  than  muscular  strength  and 
skill  in  outdoor  sports.  A  strong,  erect  body 
and  good,  rich  blood  gives  a  sense  of  well-being 
and  power,  of  self-reliance  and  hardihood. 

Girls  and  boys  alike  need  outdoor  sports. 
They  need  to  dig,  to  climb,  to  run,  and  to 
play  ball.  Our  girls  must  be  fearless  and  self- 
reliant  as  well  as  our  boys.  Some  judicious 
hardening  of  the  body  is  desirable.  This  does 
not  mean  to  go  without  stockings  in  cold 
weather;  nor  does  it  mean  that  we  should  have 
our  children  take  plunges  into  cold  water;  such 
practices  are  fully  as  harmful  as  too  much 
coddling. 

It  is  well  to  accustom  their  bodies  to  cool 
air,  cool  baths,  and  to  exercise  out  of  doors  in 
cold  as  well  as  warm  weather.  Protected  by 
rubber  coats  and  rubber  boots  they  can  enjoy 
themselves  out  of  doors  on  rainy  days.  Too 
closely  housed,  and  over-sensitive  to  slight 
changes  of  temperature,  children  are  bound  to 
suffer  sooner  or  later.  On  the  other  hand,  if 
each  morning  they  are  given  a  quick  rubbing 
with  cool  water  over  the  face,  chest  and  back, 
and  a  good  rub-down  with  the  towel  until  the 
skin  is  glowing,  and  if  they  learn  to  go  out  of 
doors  every  day,  rain  or  shine,  cold  or  warm, 
the  skin  and  nervous  system  quickly  become 
inured  to  all  sorts  of  weather,  and  the  children 
benefit  not  only  in  strong,  healthy  bodies,  but 


126        THE  CHILD  FROM  TWO  TO  SEVEN 

in  a  robustness  of  character  and  in  a  steadiness 
of  nerve,  which  will  help  them  to  overcome 
obstacles,  and  to  endure  hardship  without  com- 
plaint. 

There  is  also  what  might  be  called  a  strength- 
ening of  the  spirit  as  well  as  hardening  of  the 
body.  Sooner  or  later  children  must  meet  with 
more  or  less  discomfort,  pain  and  disappoint- 
ment. Becoming  accustomed  to  cool  baths, 
walking,  playing  and  exercising  in  all  kinds  of 
weather,  will  teach  children  to  bear  pain,  and 
to  ignore  discomforts. 

Children  who  have  not  learned  in  childhood 
to  bear  pain  with  fortitude,  or  to  adjust  them- 
selves without  complaint  to  the  unpleasant  ex- 
periences and  disagreeable  sensations  which  are 
part  of  everyday  living,  will  find  it  increasingly 
difficult  to  adapt  themselves  to  the  people  with 
whom  they  must  associate,  and  to  the  condi- 
tions which  surround  them.  As  a  result  they 
live  too  much  within  themselves,  and  it  becomes 
more  and  more  difficult  to  mingle  and  talk  with 
other  people,  which  is  so  essential  to  whole- 
some living.  It  is  such  children  who  are  sub- 
ject to  nervous  and  mental  breakdown  later 
in  life. 

Children  are  naturally  capricious  in  their  likes 
and  dislikes;  they  are  very  apt  to  complain 
about  certain  smells  and  tastes,  and  may  be 
over-sensitive  to  certain  noises  and  bright 
lights.  To  indulge  such  over-sensitiveness  is  a 


NERVES  AND  MIND  127 

serious  injustice  to  children,  for  it  increases 
as  the  years  go  on.  Parents  may  endure  it,  but 
as  children  enter  school  and  come  in  contact 
with  other  people,  they  will  find  themselves  at 
a  disadvantage,  and  unable  to  adjust  themselves 
to  other  children  and  conditions.  They  are  left 
more  and  more  to  themselves,  become  more 
and  more  sensitive,  morose  and  even  peculiar. 

There  is  little  doubt  that  many  nervous  break- 
downs of  adult  life  might  be  prevented  by  judi- 
cious training  during  the  early  years.  If  we 
can  train  children  to  a  wholesome  toleration 
of  the  ordinary  discomforts  and  disagreeable 
sensations  which  are  bound  to  come  to  them 
in  life,  they  will  meet  the  more  acute  hardships 
with  greater  courage,  and  the  task  of  teaching 
them  self-control  under  trying  situations  will 
be  made  much  easier. 

Children  should  begin  to  learn  self-control 
during  infancy.  A  good  start  will  have  been 
made  if  they  are  trained  in  regularity  as  re- 
gards feeding  and  sleeping.  If  they  learn  that 
by  crying  or  by  an  outburst  of  temper,  they 
can  obtain  what  they  want,  then  surely,  they 
will  have  made  a  sorry  beginning  toward  at- 
taining self-mastery. 

The  parent  who  gives  children  whatever  they 
desire  in  order  to  quiet  them  is  paving  the  way 
for  serious  trouble  later  on.  If  instead  of  such 
indulgence  children  are  told  that  they  must 
first  control  themselves,  and  then  in  a  polite 


128        THE  CHILD  FROM  TWO  TO  SEVEN 

manner  make  their  request,  they  will  soon 
learn  that  they  can  attain  their  desire  only  by 
controlling  themselves,  and  not  by  emotional 
outbursts.  While  such  training  is  easy  if  com- 
menced early,  it  becomes  very  difficult  if  left 
until  later  in  life. 

Children  should  also  learn  to  bear  disappoint- 
ment. Life  is  full  of  disappointments  as  it  is 
also  full  of  successes  and  surprises.  If  disap- 
pointment is  treated  as  something  to  be 
avoided  it  will  be  much  harder  to  bear  when 
it  does  come.  It  is  much  better  to  teach  chil- 
dren to  meet  it  as  an  interesting  experience, 
and  to  turn  defeat  into  victory  by  accomplish- 
ing something  new  and  useful. 

As  children  grow  older,  and  become  more  and 
more  aware  of  themselves  as  individuals  and 
conscious  of  what  is  going  on  around  them, 
they  will,  as  a  matter  of  course,  be  exposed  to 
more  or  less  daily  friction.  Criticism  or  blam- 
ing other  people  in  the  presence  of  children  is 
very  apt  to  make  them  over  critical  and  in- 
tolerant in  their  attitude  toward  others. 

Just  as  cheerfulness  and  good-nature  are  con- 
tagious, so  unfortunately,  are  moroseness,  un- 
charitableness,  and  ill-will.  The  latter  are  un- 
healthy attitudes  of  mind,  and  must  inevitably 
have  disastrous  effect  upon  a  child's  disposition 
and  nervous  system.  It  should  be  possible  to 
eliminate  a  large  part  of  the  discord  in  family 
life.  Children  should  be  taught  both  by  ex- 


NERVES  AND  MIND  129 

ample  and  counsel  to  master  irritability,  and 
to  cultivate  a  charitable  and  tolerant  attitude 
toward  other  people. 

Parents  should  endeavor  to  prevent  the  har- 
boring of  a  grudge,  or  the  continuance  of  dis- 
agreeable moods  for  any  length  of  time.  Pout- 
ing, sulking,  or  dark  looks  of  any  kind,  show 
that  children  are  bearing  malice  for  some  rea- 
son. Such  moods  have  a  blighting  influence  on 
a  child's  mind,  and  if  they  become  habitual, 
are  apt  to  develop  into  more  serious  mental 
states  later  in  life.  Dark  moods,  however,  are 
usually  of  short  duration  if  parents  endeavor 
to  understand  their  children,  and  look  for  and 
correct  the  cause  of  irritability. 

Unhealthy  moods  seldom  survive  very  long 
in  an  atmosphere  of  good  cheer,  and  if  chil- 
dren are  provided  with  suitable  occupation.  A 
child  may  seem  dull,  stupid  or  sullen  simply  be- 
cause objects  which  interest  some  children  have 
no  interest  for  him,  but  some  day  the  child  may 
be  found  completely  absorbed  in  some  occu- 
pation unthought  of  by  the  parents,  but  in- 
tensely interesting  to  him.  Thus,  unexpectedly, 
may  be  revealed  to  us  the  child's  natural  in- 
clination to  one  of  the  useful  arts  or  sciences, 
and  that  the  reason  for  the  apparent  dullness 
and  moroseness,  was  lack  of  suitable  occupa- 
tion. To  follow  up  this  clew  to  the  child's 
nature,  and  to  provide  resources  for  the  de- 
velopment of  such  inherent  possibilities,  is  part 


130        THE  CHILD  FROM  TWO  TO  SEVEN 

of  the  parent's  task.  Our  efforts  will  often  be 
rewarded  by  seeing  an  apparently  dull,  sulking 
child  become  wide-awake,  smiling  and  agree- 
able. 

Another  mental  attitude  which  needs  to  be 
carefully  watched  is  the  abnormal  craving  of 
some  children  for  sympathy.  It  is  best  for 
them  to  learn  to  bear  small  hurts  and  dis- 
appointments without  too  much  help  from  par- 
ents. Teach  them  to  laugh  at  small  hurts  and 
difficulties;  they  will  be  much  happier  as  the 
years  bring  larger  difficulties,  for  having  had 
such  training  in  hardihood  and  self-reliance. 

It  is  a  serious  mistake  to  foster  too  great 
dependence  on  the  mother.  This  does  not  pre- 
clude the  respect  and  devotion  which  is  every 
mother's  due,  but  it  is  an  injustice  to  children 
to  encourage  them  to  be  so  dependent  that  they 
lack  backbone  and  self-reliance.  As  soon  as 
possible  they  should  be  taught  to  wash  and 
dress  themselves,  to  comb  their  own  hair,  to 
clean  their  teeth,  and  to  put  away  their  own 
clothes  and  playthings. 

For  the  same  reason  it  is  best  for  children 
to  sleep  alone  in  a  separate  room  from  the 
parents.  There  are  too  many  frail,  nervous 
children  who  have  been  brought  up  from  in- 
fancy to  depend  upon  the  mother;  who  are 
afraid  to  go  to  bed  alone;  who  fear  the  dark- 
ness of  night,  and  who  demand  that  they  be 
rocked  and  sung  to  sleep.  Such  treatment  is 


NERVES  AND  MIND  131 

mistaken  kindness,  for  children  become  over- 
sensitive, timid,  and  fearful.  As  they  grow 
older  and  meet  other  boys  and  girls,  they  are 
handicapped  in  sports  and  occupation  because 
they  lack  courage  and  initiative. 

From  earliest  infancy  children  should  be 
taught  to  sleep  alone  without  rocking  and  with- 
out a  light  in  the  room.  Excessive  timidity  or 
fear  should  have  no  place  in  the  minds  of  little 
children.  Both  states  may  easily  develop  into 
serious  nervous  disorders.  No  toy,  game  or 
story  should  carry  any  suggestion  of  fear,  and 
children  should  be  taught  that  mice,  worms  and 
toads  are  harmless,  and  learn  to  look  upon  them 
with  interest  rather  than  fear. 

All  stories  which  have  any  suggestion  of  fear, 
such  as  ghost  stories,  or  tales  about  goblins, 
ogres,  the  bogey-man,  witches,  bears  or  wolves, 
should  be  excluded.  A  child's  imagination  may 
magnify  seemingly  harmless  tales  into  dreams 
of  frightful  monsters.  On  the  other  hand,  there 
are  many  stories  about  the  stars  and  the  won- 
ders of  the  heavens,  the  birds,  and  trees  of 
wood  and  field,  which  have  only  suggestions 
of  the  beauty  and  glory  of  the  wonderful  world 
in  which  we  live. 

Children  should  be  taught  to  welcome  the 
night  as  soothing  and  friendly,  and  that  dark- 
ness is  given  us  to  rest  the  eyes  and  for  sleep; 
that  outside  the  stars  are  gleaming  in  the 
heavens,  and  that  there  is  One  who  never 


132        THE  CHILD  FROM  TWO  TO  SEVEN 

sleeps,  but  watches  over  and  cares  for  little 
children. 

The  storm,  the  thunder  and  lightning,  should 
be  explained  to  little  children.  If  they  are 
taught  in  early  childhood  something  of  the 
meaning  of  the  great  forces  of  Nature,  and  if 
they  see  those  around  them  calm  and  fearless, 
they  also  will  learn  to  be  fearless.  Such  times 
would  seem  to  be  opportunities  given  to  par- 
ents to  impress  upon  the  child  mind  the  pres- 
ence in  the  universe  of  a  Higher  Power,  and 
to  implant  the  beginnings  of  faith.  Certainly 
no  greater  protection  against  unrest,  fear,  and 
anxiety  of  spirit,  can  be  given  to  children  than 
a  sense  of  dependence  upon  a  Supreme  Being. 

One  of  the  most  common  causes  of  a  troubled 
mind  is  vacillation.  While  some  children  are 
impetuous  by  nature,  and  need  to  learn  to  be 
more  deliberate  in  deciding  matters,  many 
others  have  a  tendency  to  indecision.  A  very 
useful  lesson  for  them  to  learn,  and  one  which 
will  stand  them  in  good  stead  in  years  to  come, 
is  the  power  of  making  a  quick  decision  and 
holding  to  it. 

Another  cause  of  overstimulation  of  the  nerv- 
ous system  is  the  practice  of  allowing  children 
to  have  experiences  which  properly  belong  to 
older  people.  Precociousness  in  children  is  not 
to  be  desired.  It  is  a  well  known  fact  that 
unusually  clever  children  often  have  weak  and 
stunted  bodies;  the  mind  has  been  developed  at 


NERVES  AND  MIND  133 

the  expense  of  the  physical  powers.  Extensive 
travel,  the  visiting  of  museums  and  picture  gal- 
leries, except  those  especially  planned  for  chil- 
dren; the  theatre,  the  opera,  the  most  of  the 
moving  picture  entertainments,  are  wholly  un- 
suited  to  the  immaturity  and  simplicity  of  the 
child. 

To  allow  children  to  attend  such  entertain- 
ments is  to  force  and  stimulate  the  child  nature, 
thus  robbing  it  of  its  greatest  charm,  namely, 
that  simplicity  and  artlessness  which  is  so  at- 
tractive and  appealing  in  little  children.  More- 
over, by  introducing  them  to  such  entertain- 
ments during  the  early  years  we  deprive  them 
of  the  pleasure  which  should  be  theirs  later  on, 
when  they  are  capable  of  appreciating  some  of 
the  real  masterpieces  in  art,  music,  and  the 
drama;  the  attractiveness  and  freshness  of 
novelty  is  gone. 

Of  all  the  good  and  wholesome  pleasures  of 
life,  which  make  for  healthy  nerves  and  normal 
minds,  the  joy  and  satisfaction  derived  from 
suitable  occupation  'and  work  well  done,  must 
be  regarded  as  one  of  the  most  important. 
Children  who  are  idle,  who  lack  occupation,  are 
not  happy  and  contented,  and  become  irritable 
and  morose. 

The  importance  of  providing  proper  occupa- 
tion for  children  has  been  considered  in  detail 
in  Chapter  V.  While  we  should  guard  our 
children  against  excessive  fatigue  of  body  and 


134        THE  CHILD  FROM  TWO  TO  SEVEN 

mind,  it  is  highly  essential  to  their  best  de- 
velopment and  good  health,  that  they  be  sup- 
plied with  materials  and  occupation  for  hands 
and  mind  suitable  for  their  age. 

If  the  children  can  live  in  the  country,  and 
have  all  the  benefits  of  ample  space  and  coun- 
try air,  much  will  be  gained  toward  building 
sound  minds  in  sound  bodies.  The  present  in- 
clination of  our  people  to  crowd  into  the  large 
cities  is  a  dangerous  tendency,  and  must  in- 
evitably tend  to  weaken  the  mental,  moral  and 
physical  welfare  of  the  race. 

The  city  is  a  sterile  waste  for  most  children. 
Mental  and  physical  development  is  stunted 
for  lack  of  opportunity  for  wholesome,  outdoor 
play.  The  country,  on  the  other  hand,  affords 
boundless  opportunity  for  healthy  occupation 
and  play  in  forest,  field  and  garden.  Parents 
of  city  children  will  need  to  make  special  effort 
to  provide  healthy  surroundings,  and  to  open 
up  some  possibilities  for  suitable  play  with 
other  children.  Public  spirited  men  and  wo- 
men especially  interested  in  the  welfare  of 
children  have  established  museums  for  chil- 
dren in  a  few  of  our  large  cities,  but  the  pros- 
pects for  healthy  play  for  city  children  is  ex- 
tremely limited. 

Children  need  to  live  and  play  with  other 
children.  They  need  to  play  vigorously  and 
even  aggressively,  taking  the  knocks  and  dis- 
appointments without  malice,  and  learning  from 


NERVES  AND  MIND  135 

this  give  and  take  to  be  tolerant  and  good- 
natured  toward  others.  If  instead  of  such  com- 
radeship a  child  is  too  much  by  itself,  there 
comes  a  time  when  he  cannot  seem  to  get  on 
good  terms  with  other  children;  he  becomes 
absorbed  in  his  own  fancies,  resents  interfer- 
ence, is  over-sensitive  to  knocks  and  disappoint- 
ments, and  resents  and  broods  over  them.  Such 
a  child  is  more  likely  than  others  to  develop 
mental  disorder. 

In  all  our  efforts  to  give  our  children  a 
healthy  outlook  on  life,  we  must  always  re- 
member that  they  are  easily  influenced  by  the 
words  and  actions  of  those  with  whom  they 
are  associated.  If  they  hear  much  complaining 
about  ills  and  aches  of  different  sorts,  and  of 
being  "nervous",  they  are  very  apt  to  reflect 
such  complaints  in  their  own  lives.  It  is  a 
serious  mistake  to  talk  about  nervousness  or 
any  diseased  condition  in  their  presence.  They 
are  impressionable  and  self-conscious,  and  it  is 
best  to  direct  their  attention  away  from  them- 
selves, and  from  thoughts  of  unhealthy  states, 
to  wholesome  play  and  more  cheerful  subjects. 

If  children  seem  nervous,  irritable  and  more 
restless  than  children  should  be,  talking  about 
such  states  of  mind  and  body  in  their  hearing 
will  not  improve  matters,  but  rather  make 
them  worse.  Many  times  it  is  not  the  children 
who  are  too  restless  or  nervous,  but  the  parents 
may  be  over  tired,  and  the  natural  vivacity  of 


136        THE  CHILD  FROM  TWO  TO  SEVEN 

childhood  seems  to  the  mature  mind  almost 
superabundant.  As  parents  we  need  to  look 
upon  this  exuberant  energy  with  tolerance  and 
patience;  to  remember  that  nearly  all  robust 
children  are  the  same;  that  probably  we  were 
the  same  when  we  were  children,  and  that  it  is 
our  part  to  provide  suitable  occupation  in  order 
that  their  natural  buoyancy  may  find  expres- 
sion in  a  normal  way. 

An  atmosphere  of  sorrow,  regret  or  fear  is 
depressing  and  damaging  to  the  impressionable 
child  nature.  On  the  other  hand,  an  atmos- 
phere of  cheery  helpfulness,  of  joyful  expecta- 
tion concerning  the  possibilities  of  each  new 
day,  and  of  resolute  faith  and  courage,  is  heart- 
ening and  rejuvenating. 

To  cultivate  in  our  children  a  love  for  genu- 
ine goodness  wherever  seen;  a  love  for  truth, 
for  humanity,  and  for  Nature  in  all  her  vari- 
ous moods,  cannot  help  but  enrich  the  char- 
acter, and  strengthen  the  will.  To  live  bravely 
and  wholesomely  they- must  also  learn  to  meet 
each  day  as  it  comes,  and  to  make  the  most 
of  it;  to  look  upon  each  morning  as  the  begin- 
ning of  a  new  day  to  make  better  than  the 
day  before;  to  forget  the  grudges  of  yester- 
day; to  never  look  back,  but  always  forward; 
"to  look  up  and  not  down;  to  look  out  and  not 
in,"  and  always  to  lend  a  hand. 

Such  are  some  of  the  more  essential  factors 
to  be  considered  in  our  efforts  to  safeguard  the 


NERVES  AND  MIND  137 

child's  nervous  system.  As  we  endeavor  to 
put  them  into  practice  we  may  hope  that  not 
only  are  we  leading  our  own  children  into 
healthy  ways  of  thinking  and  living,  but  we 
are  also  doing  our  fair  share  in  the  work  of 
lessening  the  present  deplorable  condition  of 
nerve  weakness,  and  of  fostering  higher  stand- 
ards of  health  in  the  Nation. 


CARE  OF  THE  CHILD'S  BODY 


"He  who  has  health  has  hope,  and  he  who  has  hope  has  every- 
thing."— Arabian   Proverb. 


"The  first  wealth  is  health.  Sickness  is  poor  spirited,  and  cannot 
serve  any  one;  it  must  husband  its  resources  to  live.  But  health  a 
fullness  answers  its  own  ends,  and  has  to  spare,  runs  over,  and 
inundates  the  neighborhoods  and  creeks  of  other  men's  necessities." — 
Emerson. 


CHAPTER  VIII 
CARE  OF  THE  CHILD'S  BODY 

For  the  child-nature  to  be  at  its  best  the 
temple  within  which  it  dwells  must  be  kept 
in  order.  To  build  into  a  child's  character  high 
standards  of  personal  cleanliness  is  one  of  the 
most  valuable  services  parents  can  render. 

CARE   OF  THE   SKIN 

The  importance  of  the  role  of  the  skin  in 
maintaining  bodily  health  deserves  some  care- 
ful consideration.  It  is  not  merely  a  protective 
covering  for  the  body.  It  is  an  organ  of  sen- 
sation, and  the  great  heat  regulator  of  the  body. 
Its  millions  of  sweat-glands  pour  out  the  pers- 
piration, which  in  hot  weather  cools  the  body 
by  evaporation,  while  in  cold  weather  they  con- 
tract, thus  conserving  the  body  heat. 

The  skin  must  also  be  regarded  as  an  organ 
of  excretion  vitally  essential  to  the  body  health, 
a  large  amount  of  waste  material  being  thrown 
off  by  the  sweat  glands.  Upon  a  healthy  con- 
dition of  the  skin  depends  to  a  large  degree  the 
activity  of  the  circulation ;  thus,  the  importance 
of  keeping  the  skin  clean  and  active  becomes 
apparent. 

141 


142        THE  CHILD  FROM  TWO  TO  SEVEN 

BATHING 

Regular  bathing  cleanses  the  skin,  opens  the 
pores  of  the  sweat-glands,  stimulates  the  cir- 
culation of  the  blood,  and  refreshes  the  nerves. 

All  sorts  of  bath-tubs  are  used  for  young 
children,  depending  upon  conditions,  and  wheth- 
er the  house  is  fitted  with  modern  plumbing, 
but  whatever  the  living  conditions  may  be,  it 
is  always  possible  to  have  some  sort  of  baths. 
Elaborate  fittings  are  unnecessary.  An  ordi- 
nary wash-tub  with  soap,  water  and  towels  con- 
stitute the  really  necessary  equipment,  and 
these  are  available  everywhere.  When  a  bath- 
tub in  a  modern  bath-room  is  available,  there 
is  no  reason  why  children  two  years  and  up- 
ward should  not  be  bathed  in  the  large  tub 
if  the  bath-room  can  be  kept  sufficiently  warm 
in  winter.  Such  a  bath-tub  is  large  enough  for 
some  splashing  and  real  fun,  so  that  children 
anticipate  and  enjoy  the  bath. 

Some  mothers,  however,  prefer  the  small  tub, 
especially  during  the  second  and  third  years  of 
the  child's  life.  Of  the  small  tubs  probably 
the  best  is  the  oval  enamelware  tub,  thirty- 
two  to  thirty-six  inches  in  length.  This  can 
be  placed  inside  the  large  bath-tub,  or  on  a 
board  laid  across  the  top  of  the  large  set  tub, 
but  most  children  will  enjoy  the  bath  in  a 
large  tub.  The  room  in  which  children  are  to 
be  bathed  should  be  warmed  to  about  72°  to 
75°  F. 


CARE  OF  THE  CHILD'S  BODY  143 

In  bathing  the  child  the  head  and  neck  are 
first  washed  and  dried,  then  arms  and  chest, 
after  which  the  child  stands  in  the  warm  water, 
the  remainder  of  the  body  is  washed,  and  the 
bath  is  finished  by  pouring  a  pitcher  of  luke- 
warm water  over  the  entire  body.  This  should 
be  followed  by  a  brisk  but  thorough  drying 
with  the  bath-towel  until  the  body  is  aglow. 

The  warm  water  bath,  at  95°  to  98°  F.  is 
given  with  soap,  for  the  purpose  of  cleansing 
the  skin.  It  opens  the  pores  of  the  skin  and 
relaxes  the  muscles  and  nerves.  The  best  time 
for  such  a  bath  is  before  going  to  bed,  as  it 
soothes  the  nerves,  tends  to  make  the  child 
sleepy,  and  there  is  less  possibility  of  taking 
cold  at  this  time.  Twice  a  week  is  as  often 
as  the  warm  bath  should  be  given,  and  it  should 
not  be  prolonged  beyond  ten  or  fifteen  minutes. 

THE   DAILY  BATH 

For  the  daily  bath  the  temperature  of  the 
water  should  be  tepid,  or  about  90°  F.  The 
best  time  for  this  bath  is  on  rising  in  the 
morning,  and  it  should  be  given  quickly.  After 
using  the  luke-warm  water  and  soap,  cool  water 
at  about  85°  F.  may  be  used  to  rinse  off  the 
soap,  close  the  pores  and  stimulate  the  skin. 
This  bath  should  not  last  over  five  minutes, 
and  should  be  followed  by  brisk  drying  with 
towel,  which  should  produce  a  good  reaction. 
During  later  childhood,  the  temperature  of  the 


144        THE  CHILD  FROM  TWO  TO  SEVEN 

water  for  the  morning  bath  may  gradually  be 
reduced  to  75°  to  80°  F.  A  bath  thermometer 
is  an  inexpensive  convenience  for  the  bath- 
room. At  no  time  of  life  is  it  wise  to  have  a 
bath  soon  after  a  meal. 

One  of  the  best  means  of  preventing  children 
taking  cold  is  to  gradually  accustom  them  to 
the  cold  douche,  by  splashing  cool  water  over 
neck,  chest  and  arms  as  they  stand  with  feet 
in  warm  water.  During  the  splashing  cr  show- 
er, if  the  child  is  taught  to  rub  and  slap  the 
body  with  the  hands,  the  tonic  effect  of  the 
bath  will  be  increased,  and  reaction  will  be 
better.  When  there  is  a  shower  attachment  in 
the  bath-room  children  easily  become  accus- 
tomed to  the  morning  cool  shower,  enjoy  it 
greatly,  and  are  much  benefited  thereby.  The 
room  should  be  comfortably  warm,  the  bath 
brief,  not  over  a  minute  long,  and  followed  by 
brisk  friction  with  the  towel,  until  the  body 
is  dry  and  glowing. 

Most  robust  children  show  good  reaction  to 
such  a  bath,  and  learn  to  like  the  glow  and 
tingle  of  it,  but  any  child  who  invariably  shiv- 
ers after  the  brisk  rub-down,  and  who  shows 
poor  reaction,  as  evidenced  by  bluish  lips  and 
finger-tips,  or  if  a  child  seems  weak  and  languid 
after  the  cold  bath,  it  is  not  suitable  for  such 
a  child  and  should  be  discontinued.  The  tepid 
bath  is  more  suitable  for  such  children,  fol- 
lowed by  friction  of  the  entire  body  with  a 


CARE  OF  THE  CHILD'S  BODY  145 

moderately  coarse  towel.  Rapid  rubbing  of  the 
body  with  a  towel  wrung  out  of  salt  water, 
followed  by  friction  with  a  dry  towel,  may  well 
take  the  place  of  the  cold  bath  with  such  chil- 
dren, and.  gives  the  warmth  and  glow  without 
the  shock. 

Children  will  also  enjoy  having  a  bath-towel 
of  their  own,  and  helping  in  the  after-bath  rub- 
down.  Parental  supervision  will  be  necessary 
to  see  that  it  is  done  thoroughly,  but  if  chil- 
dren are  taught  to  dry  themselves  front  and 
back,  they  will  derive  some  healthful  exercise 
and  considerable  pleasure  from  it. 

Some  children  are  frequently  kept  awake  at 
night  by  cold  feet.  For  this  condition  a  brisk 
rubbing  of  the  feet  every  night,  after  dipping 
them  in  cold  water  in  which  is  dissolved  a  hand- 
ful of  coarse  salt,  will  be  beneficial. 

SOAPS  AND  POWDERS 

Soap  should  be  pure  and  not  too  strong. 
Highly  perfumed  and  fancy  soaps  are  apt  to 
be  irritating  to  the  skin.  Soap  should  lather 
freely,  and  after  using  it  should  be  entirely 
removed  by  rinsing.  Irritation  and  chafing  of 
the  skin  is  most  frequently  caused  by  lack  of 
thorough  rinsing  and  drying. 

Powder  should  be  pure,  unscented,  and  used 
sparingly  from  a  sprinkle-top  container  to  pre- 
vent chafing  where  surfaces  of  the  skin  come 
together,  such  as  about  the  neck,  arm-pits, 


146        THE  CHILD  FROM  TWO  TO  SEVEN 

groins  and  buttocks.  Even  in  such  places  it  is 
better  to  remove  the  excess  by  a  bit  of  ab- 
sorbant  cotton. 

Ointments  clog  the  pores  of  the  skin,  and 
are  unnecessary  when  the  skin  is  healthy.  The 
less  creams  and  ointments  used  the  better,  un- 
less clearly  indicated  by  some  abnormal  condi- 
tion of  the  body,  and  should  be  prescribed  by 
a  physician. 

A  soft,  loosely  woven  wash-rag  and  a  bath- 
towel  should  be  provided  for  each  child,  and 
children  should  be  taught  to  hang  them  up  to 
dry  after  using.  Old  soft  turkish  toweling,  or 
old  knitted  underwear  may  be  cut  in  suitable 
sizes,  and  used  for  wash-rags. 

KEEPING  THE   HANDS   CLEAN 

Most  children  are  heedless  about  proper 
cleansing  of  the  hands.  There  is  no  doubt  that 
disease  germs  are  carried  to  the  nose  and  mouth 
by  the  hands.  To  prevent  the  carrying  of 
disease  in  this  way,  children  should  be  taught 
the  importance  of  washing  the  hands  after 
visiting  the  toilet,  after  using  the  handkerchief, 
and  before  eating  or  handling  food  of  any  kind. 

In  order  that  this  important  duty  may  be 
more  easily  carried  out  by  young  children, 
basins,  towels,  soap  and  water  should  be  easy 
of  access.  It  may  be  necessary  to  provide  a 
box  or  stool  upon  which  little  folks  may  stand 


CARE  OF  THE  CHILD'S  BODY  147 

when  washing,  in  order  to  reach  the  basin  com- 
fortably without  wetting  the  clothes. 

CARE  OF  THE  GENITAL  ORGANS 

Some  attention  should  be  given  to  the  genital 
organs  at  the  daily  bath.  The  parts  of  a  fe- 
male child  may  be  easily  cleansed  with  bits  of 
absorbant  cotton  dipped  in  warm  boric  acid 
solution,  two  teaspoonfuls  of  powder  to  the 
pint  of  water.  After  cleansing,  the  parts  should 
be  thoroughly  dried  and  kept  dry  with  plain 
unscented  dusting  powder.  When  there  is  a 
discharge  present,  the  boric  acid  solution  should 
be  used  twice  daily.  If  the  discharge  is  per- 
sistent, medical  advice  should  be  sought. 

The  genital  organs  of  the  male  child  also 
need  some  care.  During  infancy  and  early 
childhood  the  foreskin  should  be  pushed  com- 
pletely back  two  or  three  times  weekly,  and 
the  parts  gently  cleansed  with  absorbant  cotton 
dipped  in  water,  and  dried  with  plain,  boric-acid 
dusting  powder,  not  leaving  any  excess  powder, 
after  which  the  foreskin  should  be  drawn  for- 
ward again. 

When  the  foreskin  is  so  long  and  tight  that 
is  cannot  be  pushed  back  without  force,  cir- 
cumcision is  advisable. 

CARE   OF  THE   HAIR 

The  scalp  needs  to  be  cleansed  as  well  as  the 
skin  or  other  parts  of  the  body.  While  the 


148        THE  CHILD  FROM  TWO  TO  SEVEN 

child  has  short  hair  it  should  be  washed  as 
often  as  once  a  week,  and  sometimes  two  sham- 
poos weekly  may  be  necessary. 

The  scalp  is  so  much  more  easily  kept  clean 
when  the  hair  is  short  that  little  girls  may 
with  advantage  and  comfort  wear  it  that  way 
until  twelve  years  of  age. 

Any  pure  soap  not  too  strong  which  makes 
a  good  lather,  will  serve  to  cleanse  the  scalp. 
After  rubbing  the  lather  thoroughly  into  all 
parts  of  the  scalp,  the  soap  should  be  removed 
by  several  rinsings,  the  first  rinsing  just  com- 
fortably warm,  each  rinsing  being  cooler  until 
the  last  is  cold. 

Care  must  be  taken  to  rub  the  scalp  and 
hair  completely  dry.  In  warm  weather  when 
nearly  dry  the  hair  may  hang  loose,  and  dry 
completely  in  the  sun,  avoiding  too  lengthy  ex- 
posure to  hot  sunlight.  Brushes  and  combs 
need  frequent  and  thorough  washing,  drying  in 
open  air  and  sunshine  if  possible, 

CARE  OF  THE  EYES 

The  care  of  the  child's  eyes  should  com- 
mence at  birth  and  continue  throughout  child- 
hood. Many  eye  troubles  may  be  prevented  by 
careful  attention  during  the  first  years  of  life. 
A  child  showing  any  tendency  to  cross-eye  or 
other  abnormalities,  should  be  placed  under  the 
care  of  a  physician  who  makes  a  special  study 
of  the  eye.  Normal  eyesight  is  such  a  priceless 


CARE  OF  THE  CHILD'S  BODY  149 

possession  that  we  should  make  every  effort 
to  see  that  our  children  have  it. 

The  eyes  have  a  great  deal  to  do  with  the 
health  and  normal  development  of  children. 
When  a  child  is  apparently  slow  or  dull  in 
school-work  the  eyes  should  receive  careful 
consideration,  for  the  child  may  be  suffering 
from  near-sightedness  or  far-sightedness.  It 
has  happened  quite  frequently  that  when  such 
disorders  are  corrected  by  proper  glasses,  chil- 
dren show  marked  improvement  not  only  in 
school-work,  but  in  general  health. 

Some  special  supervision  is  necessary  in  or- 
der to  prevent  children  from  injuring  their  eyes. 
If  it  is  noticed  that  a  child  persistently  holds 
a  book  or  whatever  is  in  hand,  nearer  than 
fourteen  inches,  we  may  suspect  some  eye- 
trouble,  and  should  consult  a  physician. 

Unless  watched  carefully  and  cautioned,  chil- 
dren may  read  without  sufficient  light,  by  an 
unsteady  or  poorly  adjusted  light,  or  read  too 
long  at  a  time.  They  should  not  read  at  a 
table  so  low  as  to  require  stooping,  and  if  the 
table  is  highly  polished,  some  covering  of  dull- 
faced,  dark-colored  material  which  does  not  re- 
flect the  light,  should  be  provided. 

To  prevent  over-strain  of  the  children's  eyes 
while  they  are  reading  or  studying,  they  should 
be  taught  to  raise  the  eyes  frequently  and  look 
out  of  the  windows,  or  into  a  distant  corner 
of  the  room,  thus  resting  the  muscles  of  the 


150        THE  CHILD  FROM  TWO  TO  SEVEN 

eyes  whch  have  been  busy  with  close  applica- 
tion. It  is  also  wise  to  teach  them  when  out 
of  doors,  to  look  away  over  stretches  of  field, 
woodland  or  water,  in  order  that  the  eyes 
may  be  trained  to  accommodate  over  consider- 
able distance. 

When  children  are  obliged  to  face  a  glare 
of  light  like  that  reflected  from  bright  light 
on  water,  or  from  snow,  slightly  colored  glasses 
should  be  provided.  Amber  colored  lenses  are 
the  best. 

The  eyes  are  frequently  weak  and  easily  over- 
strained after  illness,  especially  after  measles 
or  scarlet-fever,  and  should  be  carefully  guard- 
ed against  using  too  soon,  or  for  too  long  at 
a  time. 

The  habit  of  rubbing  the  eyes  is  somewhat 
common  in  children.  It  is  injurious  in  that  it 
produces  irritation,  and  infection  may  thus  be 
carried  to  the  eyes.  Cleansing  with  a  simple 
eye-wash  tends  to  prevent  styes  and  crusts  on 
the  lids,  allay  irritation,  and  possibly  avert 
more  serious  inflammation.  A  very  good  eye- 
wash may  be  made  by  dissolving  half  a  tea- 
spoonful  of  boric-acid  powder  in  half  a  pint  of 
water.  Bits  of  absorbant  cotton  may  be  dipped 
in  this  solution,  using  a  fresh  piece  for  each 
eye. 

CARE   OF  THE   EARS 

Healthy  ears  require  little  care  beyond  keep- 
ing the  outer  portion  clean.  Articles  should 


CARE  OF  THE  CHILD'S  BODY  151 

not  be  introduced  into  the  ear.  Nature  usually 
takes  care  of  superfluous  wax.  Some  people, 
however,  are  troubled  by  excessive  accumula- 
tions, which  fill  up  the  canal  and  even  press 
against  the  ear-drum,  causing  a  feeling  of  full- 
ness, and  temporary  deafness  in  the  affected 
ear.  As  the  wax  is  often  hardened  and  ad- 
herent to  the  sides  of  the  canal,  unskillful  at- 
tempts to  remove  it  may  do  harm;  the  best 
plan  is  to  consult  a  physician. 

Discharging  ears,  swelling  or  pain  in  the 
ears,  or  signs  of  deafness  are  symptoms  which 
demand  medical  attention.  Many  children  are 
deaf  because  of  neglected  colds  and  ear  dis- 
charges. Such  troubles  are  fairly  easy  to  cure 
at  the  beginning,  but  if  allowed  to  go  without 
treatment,  become  chronic,  more  difficult  to 
cure,  and  frequently  result  in  partial  or  com- 
plete deafness.  Many  school  children  who  seem 
dull,  are  really  suffering  from  impairment  of 
hearing,  which  prevents  their  going  forward 
in  school  work. 

CARE  OF  THE  NOSE  AND  THROAT 

Most  of  the  diseases  of  childhood  are  due  to 
infection  by  germs,  and  it  is  now  quite  gen- 
erally believed  that  these  germs  enter  the  body 
principally  by  way  of  the  nose,  throat  and 
mouth.  Therefore,  the  importance  of  teaching 
children  to  keep  these  parts  thoroughly  clean 
cannot  be  too  strongly  emphasized. 


152        THE  CHILD  FROM  TWO  TO  SEVEN 

By  spending  oniy  a  little  time  and  attention 
during  these  early  years  teaching  our  children 
how  to  wash  and  clean  the  nose,  throat  and 
teeth,  we  will  establish  habits  of  cleanliness 
which  will  always  remain  with  them,  and  which 
may  be  the  means  of  preventing  many  colds, 
contagious  diseases,  and  decay  of  the  teeth. 

Children  learn  easily  as  part  of  the  morning 
bath,  to  flush  out  the  lower  portion  of  the 
nostrils,  and  to  blow  out  any  accumulations 
which  have  collected  during  the  night.  The 
best  way  to  cleanse  the  nostrils  is  to  close  one 
nostril  with  the  forefinger,  and  gently  blow  out 
the  other;  then  flush  out  with  water.  Too 
much  force  in  blowing  the  nose  is  injurious; 
it  should  be  done  gently.  Children  should  also 
be  cautioned  not  to  snuff  water  up  into  the 
nostrils;  simply  splashing  the  water  with  the 
hands  in  and  out  of  the  lower  portion  of  the 
nostrils  is  cleansing,  refreshing,  and  will  do  no 
harm.  The  various  nasal  douches  and  sprays 
should  not  be  used  without  the  advice  of  a 
competent  physician. 

Sometimes  the  nostrils  become  clogged;  first 
have  the  child  gently  blow  out  each  nostril  as 
described  above;  then,  using  a  medicine  drop- 
per, introduce  two  drops  of  benzoinol  into  each 
nostril.  This  will  tend  to  soften  the  accumula- 
tions, and  help  to  insure  a  good  night's  sleep. 

An  excellent  health  habit  for  the  child  to 
acquire  is  to  rinse  out  the  throat  and  mouth 


CARE  OF  THE  CHILD'S  BODY  153 

at  bedtime  and  on  rising  in  the  morning1,  using 
warm  water  for  the  purpose.  This  will  help  to 
protect  against  the  common  diseases  of  child- 
hood, and  it  will  be  much  easier  to  treat  the 
throat  should  treatment  become  necessary. 

CARE  OF  THE  MOUTH  AND  TEETH 

Of  all  the  various  measures  tending  to  build 
up  healthy  children  and  to  keep  them  healthy, 
one  of  the  most  important  is  the  care  of  the 
mouth  and  teeth.  Good  health  depends  to  a 
very  large  degree  upon  a  healthy  mouth  and 
sound  teeth.  Broken  down  teeth  in  an  unclean 
mouth  is  a  constant  menace  to  a  child's  health. 

It  should  be  considered  that  the  mouth  is  the 
gateway  to  the  body.  The  teeth  are  to  cut  and 
grind  the  food  which  goes  to  build  up  the  body. 
Well-chewed  food  is  more  easily  digested  and 
more  readily  used  by  the  body  than  food  swal- 
lowed with  but  little  chewing.  This  cutting 
and  grinding  is  important ;  without  it  the  food 
is  not  thoroughly  mixed  with  the  saliva,  an 
extra  burden  is  thrown  upon  the  other  diges- 
tive organs,  and  the  food  is  not  properly  di- 
gested. 

When  the  first  teeth  decay  they  ache  just  as 
severely  as  the  permanent  teeth,  and  become 
painful  to  chew  upon.  Heat,  cold,  sweets  and 
acids  cause  pain,  and  food  lodging  between 
broken-down  teeth  causes  pressure,  which  is 
exceedingly  uncomfortable.  The  child  avoids 
chewing  and  eats  only  the  softest  foods.  The 


154        THE  CHILD  FROM  TWO  TO  SEVEN 

body  is  not  fully  nourished  by  such  foods,  and 
the  child  must  inevitably  lack  in  strength  and 
development  as  the  years  go  on.  Thus,  it  is 
easily  appreciated  how  decayed  teeth  during 
the  foundation  years,  interfere  with  the  child's 
growth. 

Not  only  does  the  condition  of  decaying  teeth 
and  an  unhealthy  mouth  effect  physical  growth, 
but  it  also  influences  to  a  marked  degree  the 
nerves  and  mind  of  the  child.  If  the  teeth  are 
a  source  of  constant  irritation,  a  child  certainly 
cannot  pay  strict  attention  to  school-work.  If 
there  is  indigestion  and  lowered  vitality  from 
diseased  teeth,  the  nature  and  disposition  of  the 
child  must  suffer. 

It  must  also  be  remembered  that  many  forms 
of  disease  germs,  including  those  of  pneumonia 
and  diphtheria,  lodge  in  cavities  and  irregular- 
ities of  the  teeth,  and  many  diseases  of  children 
commence  from  germs  developed  in  the  mouth. 
When  decay  of  the  first  teeth  reaches  an  ad- 
vanced stage  they  frequently  ulcerate,  an  ab- 
scess develops  and  pus  forms.  The  pus  may 
be  swallowed  or  absorbed  directly  into  the 
circulation,  with  the  inevitable  result  of  low- 
ered vitality,  and  increased  susceptibility  to 
disease. 

IRREGULAR  TEETH 

Why  do  children  have  irregular  teeth?  Can 
parents  do  anything  to  prevent  the  teeth  com- 
ing in  crooked?  It  may  be  said  positively  that 
if  a  mother  lacks  a  nutritious,  well-balanced 


CARE  OF  THE  CHILD'S  BODY  155 

diet  during  the  time  before  her  child  is  born 
and  while  nursing  the  child,  the  child's  teeth 
may  be  late  in  appearing,  of  poor  quality,  and 
of  irregular  growth.  Also,  faulty  habits  of  eat- 
ing in  young  children  will  surely  influence  the 
quality  and  growth  of  the  teeth. 

Young  children  may  also  acquire  certain 
habits  which  influence  the  growth  of  the  teeth. 
During  the  first  years  of  life  the  bones  are  soft, 
yielding,  and  easily  molded  or  bent.  Conse- 
quently, the  common  habit  of  sucking  the 
thumb  or  pacifier  frequently  results  in  distor- 
tion of  the  bones  of  the  jaw,  and  an  unsightly 
displacement  of  the  teeth. 

Mouth  breathing  is  one  of  the  most  frequent 
causes  of  irregular  teeth.  It  often  starts  with 
a  common  cold,  or  because  of  adenoids,  or  en- 
larged tonsils. 

Another  very  common  cause  of  irregular 
teeth  is  decay  resulting  in  loss  of  a  tooth.  It 
is  important  to  keep  intact  the  complete  set  of 
first  teeth  because  of  the  support  they  give  each 
other.  The  loss  of  one  tooth  deprives  the  other 
teeth  of  support;  they  get  out  of  their  true 
position,  and  crowd  the  permanent  teeth  as  they 
appear,  thus  also  causing  irregularity  of  the 
permanent  teeth. 

AN  OUNCE   OF  PREVENTION  WORTH  A  POUND 
OF  CURE 

By  the  end  of  the  second  year  the  first  teeth, 
numbering  twenty,  are  usually  present,  and 


156        THE  CHILD  FROM  TWO  TO  SEVEN 

they  should  be  kept  in  sound,  healthy  condition. 
The  first  teeth  are  frequently  neglected  because 
they  are  not  considered  of  sufficient  importance 
to  warrant  much  care.  This  is  a  serious  mis- 
take. The  old  adage,  "An  ounce  of  prevention 
is  worth  a  pound  of  cure,"  was  never  more 
aptly  used  than  when  applied  to  the  care  of 
the  teeth.  When  parents  come  to  realize  how 
essential  such  care  is  to  the  child's  present  and 
future  welfare,  much  suffering  and  disease  will 
be  prevented. 

To  influence  favorably  the  quality  and  growth 
of  a  child's  teeth  the  mother  must  have  good 
care  and  nourishing  food  before  the  child  is 
born,  and  during  the  nursing  period.  The 
mother's  milk  is  essential  to  the  best  develop- 
ment of  the  child,  and  everything  possible 
should  be  done  in  order  that  the  mother  should 
have  a  good  supply  of  milk. 

FOOD  AND  THE  TEETH 

In  Chapter  III,  "Food  for  Body-Building,"  the 
importance  of  a  well-chosen  diet  of  mixed  foods 
for  children,  has  already  been  amply  empha- 
sized. The  young  child  must  be  furnished  with 
all  the  materials  of  growth  in  order  to  have 
sound  teeth.  It  is  not  wise  to  give  children 
too  much  soft  food  to  the  exclusion  of  that 
which  requires  chewing  in  order  to  swallow. 
Children  are  too  apt  to  swallow  food  without, 
chewing.  A  diet  which  includes  a  large  amount 


CARE  OF  THE  CHILD'S  BODY  157 

of  sweets  hastens  decay  of  the  teeth;  the  more 
sugar,  the  greater  the  decay. 

The  constant  exercise  of  vigorous  chewing  is 
essential  to  the  proper  growth  and  development 
of  the  jaws  and  teeth.  Food  which  requires 
chewing  before  it  can  be  swallowed,  such  as 
crusts,  toast,  and  hard  crackers,  should  form 
part  of  the  child's  daily  diet,  and  as  the  child 
grows  older,  raw  apple,  pineapple,  celery,  and 
boiled,  roasted  and  broiled  meat,  should  form 
part  of  the  diet.  Patiently  and  persistently  we 
must  teach  children  to  chew  their  food  so 
thoroughly  that  they  can  swallow  it  comfort- 
ably without  drinking.  It  may  be  necessary 
to  keep  milk  or  water  out  of  sight  until  the 
food  is  eaten. 

It  is  important  to  keep  the  first  teeth  in 
good  condition  so  that  when  the  second  or  per- 
manent set  begin  to  come  through  they  will 
not  come  in  contact  with  broken-down,  diseased 
roots  and  germ-laden  cavities.  The  second 
teeth  will  be  less  apt  to  decay  if,  when  they 
first  make  their  appearance,  the  mouth  is 
healthy  and  free  from  conditions  which  tend 
to  produce  disease, 

THE  SECOND  OR  PERMANENT  TEETH 

The  permanent  teeth  begin  to  appear  at  about 
the  sixth  year,  about  a  year  before  the  first 
teeth  begin  to  fall  out.  The  first  of  the  per- 
manent set  to  make  their  appearance  are  the 


158        THE  CHILD  FROM  TWO  TO  SEVEN 

six-year  molars.  These  are  probably  the  most 
valuable  teeth  in  the  mouth,  and  unfortunately, 
are  the  ones  most  often  neglected.  They  come 
in  just  behind  the  last  molar  of  the  temporary 
set,  and  are  very  frequently  mistaken  for  the 
first  teeth  because  they  come  so  early,  and 
without  pushing  out  or  disturbing  any  of  the 
first  set. 

The  six-year  molars  are  usually  large,  fine 
teeth,  and  with  proper  care  should  last  a  life- 
time. Upon  them  falls  the  brunt  of  most  of 
the  hard  chewing,  and  they  are  very  largely 
concerned  in  maintaining  regular  alignment  of 
the  other  teeth.  It  will  be  seen,  therefore,  that 
the  preservation  of  these  teeth  is  a  matter  of 
supreme  importance  to  the  health  of  the  child. 

KEEPING  THE  TEETH  CLEAN 

Without  parental  supervision  children  will 
not  care  for  their  teeth.  They  should  be  taught 
how  to  use  the  tooth-brush  by  the  time  they 
are  three  years  of  age,  but  parental  influence 
will  be  necessary  throughout  the  entire  period 
of  childhood,  for  very  few  children  will  do  it 
thoroughly. 

Children  should  be  trained  to  clean  the  teeth 
at  least  after  the  morning  and  evening  meals 
and  at  bedtime.  It  is  surprising  how  little  time 
is  consumed  in  this  healthful  practice.  Three 
cleanings  need  not  take  over  five  minutes  of 
the  day.  When  the  habit  of  brushing  the  teeth 


CARE  OF  THE  CHILD'S  BODY  159 

is  thoroughly  established  it  is  no  longer  irk- 
some. Good  habits  formed  in  early  childhood 
are  seldom  discontinued.  Especially  important 
is  the  cleansing  at  bedtime,  fermentation  in  the 
mouth  proceeding  more  rapidly  during  the 
night. 

The  brush  should  be  narrow,  not  too  large, 
and  the  bristles  of  medium  stiffness.  Before  a 
new  brush  is  used  the  parent  should  see  that 
it  is  thoroughly  flushed  out  with  boiling  hot 
water.  Any  of  the  simple  tooth  preparations 
may  be  used;  the  best  for  the  teeth  is  the  one 
which  induces  the  child  to  clean  them  fre- 
quently. There  is  little  difference  in  the  pre- 
servative power  of  the  various  powders  and 
pastes. 

In  cleaning  the  teeth  it  is  best  to  brush  from 
the  gums  toward  the  teeth  rather  than  across, 
or  with  a  rotary  motion.  After  the  brushing 
the  mouth  should  always  be  thoroughly  rinsed 
with  warm  water,  the  brush  rinsed  in  hot 
water,  and  laid  aside  to  dry.  The  task  should 
be  made  as  pleasant  as  possible,  and  a  cheerful 
word  of  commendation  frequently  given  when 
it  is  well  done. 

In  addition  to  establishing  the  habit  of  clean- 
ing the  teeth,  it  is  of  the  utmost  importance 
that  the  growing  child  should  be  taken  to  the 
dentist  frequently.  Beginning  at  the  age  of 
three  years,  the  teeth  should  be  carefully  ex- 
amined at  least  every  four  months  for  decay 


160        THE  CHILD  FROM  TWO  TO  SEVEN 

in  cavities,  which  should  be  filled  without  delay. 
With  some  such  care  as  here  outlined  chil- 
dren will  reach  adult  life  with  sound  teeth, 
and  will  be  saved  many  hours  of  suffering,  as 
well  as  humiliation  from  unsightly  teeth.  They 
will  also  rise  UD  and  gall  their  parents  blessed. 

THE   CHILD'S   FEET 

Of  late  years  considerable  attention  has  been 
given  to  the  care  of  children's  feet.  This  may 
be  due  to  the  fact  that  during  the  late  war 
thousands  of  young  men  were  rendered  unfit 
for  active  service  by  the  condition  known  as 
flat-foot;  .or,  it  may  be  because  of  the  increas- 
ingly large  number  of  children  appearing  at 
out-patient  departments  of.  hospitals  for  treat- 
ment of  weak  and  deformed  feet. 

Much  of  this  suffering  and  deformity  may  be 
prevented  by  proper  care  of  the  feet  during  the 
first  eight  years  of  a  child's  life.  The  choice 
of  a  properly  fitting  shoe  is  of  the  greatest  im- 
portance, since  most  of  the  trouble  comes  from 
the  bones  of  the  foot  being  thrown  out  of 
balance  by  continued  pressure  of  badly  fitting 
shoes.  The  shoes,  therefore,  should  be  selected 
with  some  care  to  fit  the  natural  shape  of  the 
foot.  The  soles  should  have  straight  inside 
lines,  and  on  the  outside  should  follow  the 
natural  outline  of  the  foot,  allowing  plenty  of 
room  for  the  toes.  The  shoe  should  be  suffi- 
ciently long  to  allow  plenty  of  room  for  the 


CARE  OF  THE  CHILD'S  BODY  161 

great  toe,  pressure  on  this  part  often  causing 
deformity.  The  soles  and  uppers  should  be 
sufficiently  flexible  to  permit  free  movement  of 
the  joints  in  walking. 

Heels  should  be  low  and  broad.  Fortunately 
for  the  future  welfare  of  girls,  the  high  heel 
is  gradually  being  discarded,  and  we  see  more 
and  more  of  the  low-heeled  shoe.  It  is  per- 
fectly possible  to  manufacture  a  low-heeled  shoe 
along  attractive  lines,  and  there  are  some  such 
shoes  sold  in  the  stores.  The  high-heeled  shoe 
runs  over  at  the  heels  and  loses  its  shape  more 
quickly,  thus  necessitating  the  purchase  of  new 
shoes.  It  is  the  mother  who  controls  the  mar- 
kets of  the  world.  If  mothers  will  persistently 
talk  about  and  ask  for  an  attractively  built  low- 
heeled  shoe  for  their  little  girls  and  big  girls, 
the  shoe  will  be  forth-coming. 

One  fact  is  established  beyond  doubt,  namely, 
that  the  high-heeled  shoe  throws  the  bones  of 
the  foot  out  of  their  normal  relation  with  each 
other,  destroys  the  natural  equilibrium  of  the 
body,  makes  healthy  walking  impossible,  and 
tends  to  bring  about  serious  trouble  later  in  life. 

Care  should  be  taken  not  to  lace  or  button 
the  shoes  so  tight  that  pressure  marks  show 
on  the  feet. 

PREVENTION  OF  FLAT-FOOT 

Flat-foot  is  rather  common  during  childhood. 
Flat-footed  children  turn  the  toes  outward,  and 


162        THE  CHILD  FROM  TWO  TO  SEVEN 

walk  somewhat  stiffly.  The  upper  part  of  the 
shoe  turns  inward  over  the  heel  and  instep. 
Such  children  tire  easily,  have  pain  in  the  feet, 
legs,  and  back,  and  do  not  like  to  walk  far. 

To  prevent  flat-foot  children  should  be  taught 
to  walk  with  toes  pointing  straight  forward. 
In  this  position  one  steps  squarely  upon  the  foot, 
distributing  the  weight  of  the  body  equally.  It 
is  toeing  out  which  tends  to  throw  the  weight 
on  the  inner  side  of  the  foot,  that  causes  flat- 
foot.  While  toeing  in  is  not  graceful,  and  dis- 
turbs somewhat  the  natural  balance  of  the 
body,  it  does  not  weaken  the  structures  of  the 
foot,  or  cause  flat-foot. 

Properly  fitted  shoes  will  do  much  to  pre- 
vent this  condition,  and  it  is  important  to  keep 
the  shoes  in  good  repair.  Shoes  which  have 
lost  their  shape,  and  are  run  down  at  the  heel, 
do  not  give  proper  support,  and  allow  the  body 
weight  to  fall  too  much  on  one  side. 

Even  stockings  which  do  not  fit  properly  may 
do  harm.  If  too  tight  they  compress  the  toes 
and  interfere  with  the  circulation.  A  stocking 
which  is  too  short  will  cause  the  toes  to  curl 
under,  and  for  this  reason  it  is  wise  to  buy 
stockings  half  a  size  too  large. 

Wearing  the  same  pair  of  shoes  every  day 
continuously  tires  the  feet,  and  wears  out  the 
shoes  rapidly.  Alternating  shoes  relieves  the 
strain,  rests  the  feet,  and  saves  the  shoes. 
Bathing  the  feet  frequently  and  rubbing  with 


CARE  OF  THE  CHILD'S  BODY  163 

a  towel  until  they  are  warm  and  glowing",  is 
particularly  beneficial.  The  stockings  also 
should  be  changed  frequently. 

Certain  exercises  are  also  beneficial,  such  as 
running  and  jumping  rope,  if  not  carried  to 
excess.  The  muscles  of  the  feet  are  also 
strengthened  by  an  exercise  especially  adapted 
for  weak  feet;  with  the  feet  exactly  parallel 
and  pointing  straight  forward,  the  child  rises 
slowly  on  the  toes,  and  as  slowly  returns  to 
the  heels. 

*  While  home  care  and  early  training  can  do 
much  in  the  way  of  prevention,  abnormalities 
of  the  feet  and  legs  frequently  demand  special 
mechanical  appliances.  Conditions  like  club- 
foot  and  knock-knee,  and  sometimes  the 
"pigeon-toe"  position  and  flat-foot,  require  the 
special  skill  of  the  orthopedic  physician.  All 
such  abnormal  conditions  should  have  skilled 
attention  before  the  bones  become  hardened, 
since  at  this  time  corrective  work  can  be  done 
much  more  easily,  and  at  less  expense  than  in 
later  childhood. 


COMMON  DISEASES  AND  DISORDERS  OF 
CHILDHOOD 


"He  who  has  health  is  rich  and  does  not  know  it." — Italian 
Proverb. 


"Health  is  the  greatest  of  all  possessions,  and  it  is  a  maxim 
with  me  that  a  hale  cobbler  is  a  better  man  than  a  sick  king." — 

Rirlfprstaff 


Bickerstaff. 


CHAPTER  IX 

COMMON  DISEASES  AND  DISORDERS  OF 
CHILDHOOD 

THE  CONTAGIOUS  DISEASES 

The  present  day  witnesses  a  new  point  of 
view  in  regard  to  the  diseases  of  children.  It 
is  not  so  many  years  ago  that  parents  help- 
lessly accepted  the  so-called  "Children's  Dis- 
eases" as  a  necessary  evil,  incident  to  the  period 
of  childhood.  There  has  even  been  a  tendency 
to  consider  rather  lightly  such  diseases,  no  spe- 
cial effort  being  made  to  avoid  exposure,  par- 
ents taking  it  for  granted  that  children  must 
have  them  sometime. 

We  are  coming  to  believe  at  the  present  time 
that  these  diseases  should  be  prevented  by  care- 
ful hygiene  in  the  home  and  school.  The  fact 
cannot  be  too  strongly  emphasized  that  such 
diseases  not  only  weaken  and  retard  the  growth 
of  children  for  the  time  being,  but  very  often 
leave  them  crippled  by  a  damaged  heart,  weak 
lungs,  or  impaired  kidneys. 

Too  many  people  regard  measles  as  a  disease 
of  trifling  importance,  yet,  it  must  be  consid- 
ered as  one  of  the  most  serious  diseases  of 
childhood.  Not  only  does  it  leave  many  chil- 

167 


168        THE  CHILD  FROM  TWO  TO  SEVEN 

dren  in  such  a  weakened  condition  that  they 
have  pneumonia,  but  the  bronchial  tubes  and 
lungs  are  so  weakened  by  the  persistent  bron- 
chitis following  measles,  that  many  children 
develop  tuberculosis  of  the  lungs,  and  some- 
times of  the  hip  or  spine,  with  their  attendant 
deformities.  Disease  of  the  middle  ear  is  a 
common  complication  of  measles,  and  is  fre- 
quently followed  by  a  chronic  discharge  from 
the  ear  and  partial  deafness. 

Whooping-cough  is  by  no  means  insignificant 
in  its  effect  upon  the  health  of  children.  The 
racking  attacks  of  coughing  extending  over 
some  weeks,  so  lowers  the  natural  resistance 
of  the  body,  that  tuberculosis  is  apt  to  show 
itself  later  on. 

Even  chicken-pox,  the  least  serious  of  the 
most  common  contagious  diseases,  has  been 
known  to  seriously  impair  the  health  of  cer- 
tain children,  sometimes  leaving  broken  down 
glands  and  ugly  scars. 

The  ravages  of  diphtheria  before  the  use  of 
antitoxin  will  long  be  remembered;  many  thou- 
sands of  little  children  died  each  year,  and 
thousands  of  others  were  left  with  weakened 
bodies  and  crippled  hearts.  It  is  still  regarded 
as  one  of  the  most  destructive  of  the  con- 
tagious diseases. 

Scarlet  fever  is  also  to  be  considered  one  of 
the  most  serious  diseases  of  childhood.  It  has 
been  known  to  leave  serious  after-effects,  such 


DISEASES  AND  DISORDERS  169 

as  diseased  kidneys,  defective  vision,  and  im- 
paired hearing. 

Thus  it  is  evident  that  if  children  are  not  to 
be  handicapped  in  life,  every  effort  must  be 
made  to  keep  them  away  from  places  where 
contagious  disease  is  known  to  exist.  Parents 
cannot  be  too  careful  in  this  respect.  Not  only 
must  we  think  of  the  welfare  of  our  own  chil- 
dren, but  of  other  children  as  well,  and  if  we 
have  a  child  who  has  measles,  whooping-cough, 
or  any  infectious  disease,  it  becomes  our  duty 
to  keep  other  children  away  until  the  quar- 
antine is  lifted  by  the  family  physician.  To 
prevent  the  spread  of  these  diseases  it  is  neces- 
sary to  keep  a  sick  child  by  itself  until  it  is 
known  not  to  have  contagious  disease. 

MEASLES 

Measles  commences  much  like  a  cold  in  the 
head,  with  sneezing,  discharge  from  the  nose, 
eyes  sensitive  and  watery,  some  fever,  and 
later,  a  dry  cough.  The  rash  appears  first  on 
the  face  and  neck  as  small  red  spots  which  come 
together  into  blotches.  The  face  looks  swollen, 
and  the  rash  soon  spreads  over  the  entire  body. 
Sometimes  children  are  only  slightly  ill,  the 
rash  appearing  very  light.  They  should  be  kept 
by  themselves  until  all  doubts  as  to  the  identity 
of  the  disease  is  removed. 

The  disease  is  exceedingly  contagious  from 
the  time  the  sneezing  and  cold  symptoms  appear, 


170        THE  CHILD  FROM  TWO  TO  SEVEN 

before  the  appearance  of  the  rash,  and  is  car- 
ried from  one  child  having  the  disease  to  an- 
other. Second  attacks  are  not  common.  Chil- 
dren ill  with  measles  should  be  kept  away  from 
other  children  for  two  weeks  following  disap- 
pearance of  the  rash.  Even  if  another  child  is 
said  to  have  had  measles  it  should  not  be 
allowed  to  visit  the  sick  child,  since  the  disease 
known  as  German  measles  is  easily  confused 
with  measles,  and  neither  disease  protects 
against  the  other. 

GERMAN  MEASLES 

This  also  is  very  contagious,  occurring  most 
often  during  the  winter  season,  the  first  sym- 
toms  appearing  from  the  ninth  to  the  eighteenth 
day  after  exposure.  The  symptoms  are  fre- 
quently very  light,  the  disease  seldom  being  as 
severe  as  measles.  The  rash  looks  like  the 
measles  rash,  but  disappears  more  quickly. 
After  an  attack  children  should  be  carefully 
guarded  against  taking  cold,  and  should  not 
mingle  with  other  children  for  a  week  follow- 
ing the  disappearance  of  the  rash. 

WHOOPING-COUGH 

Whooping-cough  is  one  of  the  common  and 
most  contagious  diseases  of  childhood,  occurring 
most  frequently  during  the  first  five  years  of 
life,  and  is  even  rather  common  during  the 
second  six  months  of  life.  Some  children  have 


DISEASES  AND  DISORDERS  171 

it  mildly  while  others  have  severe  attacks,  de- 
pending partly  upon  their  condition  at  the  time. 

The  first  symptoms  appear  usually  from  seven 
to  fourteen  days  after  exposure,  coming  on  like 
a  cold  in  the  head,  with  an  irritable  cough,  which 
is  usually  worse  as  night  approaches.  When 
the  attacks  of  coughing  become  worse  and  more 
frequent  rather  than  better,  and  there  is  a  ten- 
dency to  vomit  and  gag,  the  parents  should 
think  of  whooping-cough.  When  the  sharp 
cough  is  repeated  several  times  during  an  at- 
tack, ending  with  the  drawing  in  of  the  breath, 
causing  the  peculiar  crowing  sound  so  charac- 
teristic of  the  disease,  and  accompanied  by  much 
stringy  mucus,  and  possibly  vomiting,  there  can 
be  no  doubt  of  the  presence  of  whooping-cough. 

The  disease  is  serious  because  of  the  inces- 
sant exhausting  cough,  so  severe  that  vomiting 
frequently  occurs,  thus  interfering  with  the 
child's  nutrition,  and  also  because  of  the  long 
duration,  the  disease  lasting  from  six  to  eight 
weeks.  A  child  having  whooping-cough  should 
be  kept  away  from  other  children  for  at  least 
six  weeks,  and  better,  until  the  attacks  of 
coughing  disappear. 

CHICKEN-POX 

This  common  disease  of  childhood  is  very 
contagious,  and  one  attack  usually  protects 
against  a  second.  Red  pimples  first  appear  on 
the  neck,  then  the  chest,  abdomen  and  face. 


172        THE  CHILD  FROM  TWO  TO  SEVEN 

The  pimples  soon  change  into  small  blisters, 
which  dry  up,  and  frequently  pimples,  vesicles 
and  dried-up  vesicles  may  be  seen  at  the  same 
time.  There  is  some  itching,  sometimes  fever. 
The  child  should  not  mingle  with  other  chil- 
dren until  all  scabs  disappear. 

MUMPS 

This  occurs  as  a  swelling  just  below,  and 
extending  rapidly  upward,  on  the  cheek  in  front 
of  the  ear.  It  is  sore  to  touch,  and  eating  and 
even  talking  is  sometimes  painful.  Swelling 
may  also  occur  on  the  other  side  of  the  face, 
the  entire  attack  extending  over  a  week  or  ten 
days.  One  attack  usually  protects  against  an- 
other, and  to  prevent  other  children  contracting 
the  disease,  they  should  be  kept  away  from  the 
sick  child  for  a  week  after  the  disappearance 
of  the  swelling. 

SCARLET-FEVER 

"Scarletina,"  "scarlet  rash,"  and  "scarlet- 
fever"  are  one  and  the  same  disease.  It  comes 
on  suddenly,  usually  in  from  three  to  seven 
days  after  exposure,  with  vomiting,  fever  and 
sore  throat,  the  rash  appearing  within  twenty- 
four  hours  as  an  intense,  bright  red  blush  upon 
neck  and  chest,  and  spreading  rapidly  over  the 
body. 

Although  markedly  contagious,  it  is  not  so 
much  so  as  measles  or  whooping-cough.  Some 


DISEASES  AND  DISORDERS  173 

children  have  the  disease  very  lightly,  having 
but  little  fever,  with  only  slight  congestion  of 
the  throat,  and  almost  no  rash.  The  very  mild- 
ness of  the  attack  may  prove  a  serious  danger 
to  the  child  having  it,  and  to  the  community, 
in  that  medical  advice  may  not  be  sought,  the 
disease  remain  unrecognized,  and  other  children 
exposed.  It  should  be  remembered  that  the 
mildest  symptoms  may  be  followed  by  the  most 
serious  after-effects,  and  that  from  the  child 
having  a  mild  attack,  another  child  may  con- 
tract the  disease,  have  the  severest  form,  and 
be  crippled  for  life  by  serious  after-effects. 
Thus,  it  is  highly  essential  that  the  mildest 
cases  be  kept  away  from  other  children,  and 
that  they  have  the  same  careful  supervision  as 
the  severest  cases. 

Of  late  years  the  belief  has  been  gaining 
ground  that  scarlet-fever  is  carried  by  dis- 
charges from  nose,  throat  and  ear,  and  also  by 
the  scales  when  contaminated  by  such  dis- 
charges. A  child  who  has  had  scarlet-fever 
should  not  be  allowed  to  mingle  with  other 
children  for  at  least  a  month  after  all  symp- 
toms have  disappeared,  including  not  only  peel- 
ing, but  any  discharge  from  the  ear. 

DIPHTHERIA 

This  is  still  a  very  common  disease,  is  highly 
contagious  and  infectious,  and  shows  itself  as 


174       THE  CHILD  FROM  TWO  TO  SEVEN 

early  as  the  second  day,  or  as  late  as  six  to 
twelve  days  after  exposure.  While  young  in- 
fants do  have  the  disease,  it  is  more  frequently 
seen  in  children  from  two  to  six  years  of  age. 
Older  children,  however,  also  have  the  disease, 
and  all  children  and  young  people  should  be 
protected  from  contagion.  Unlike  the  other 
contagious  diseases,  one  attack  does  not  pro- 
tect from  a  second. 

The  first  symptom  which  may  attract  the 
mother's  attention  is  pain  when  swallowing, 
and  soreness  and  swelling  of  the  glands  under 
the  jaw.  Usually  there  is  feverishness,  loss  of 
appetite,  and  the  throat  is  inflamed,  showing 
greyish  white  patches  on  tonsils  and  uvula. 
There  are  some  cases  in  which  the  throat  shows 
little  or  no  inflammation,  but  a  bloody  dis- 
charge from  the  nose  may  be  noticed  with 
difficult  breathing,  while  others  may  first  show 
trouble  in  the  larynx,  having  hoarseness,  short- 
ly followed  by  difficult  or  noisy  breathing  and 
a  croupy  cough. 

A  child  who  has  had  diphtheria  should  not 
mingle  with  other  children  for  two  weeks  after 
the  throat  is  clean  in  mild  attacks,  and  this 
should  be  extended  to  four  weeks  if  the  attack 
has  been  severe.  Because  of  the  tendency  of 
this  disease  to  weaken  the  heart,  special  care 
should  be  taken  to  follow  the  physician's  ad- 
vice in  regard  to  keeping  the  child  in  bed  for 
sometime  after  the  throat  symptoms  disappear. 


DISEASES  AND  DISORDERS  175 

PREVENTION  OF  CONTAGIOUS  DISEASES 

From  the  foregoing  facts  it  must  be  evident 
that  the  welfare  of  the  sick  child,  and  of  other 
children  as  well,  makes  it  imperative  that  the 
correct  identity  of  the  disease  be  determined 
at  once,  in  order  that  the  right  treatment  may 
be  commenced  immediately,  and  proper  meas- 
ures taken  to  prevent  the  spread  of  the  disease. 
At  the  very  first  signs  of  illness,  therefore,  it 
is  good  judgment  to  put  the  child  to  bed  in  a 
simply  furnished  room  by  itself,  call  a  physi- 
cian, and  keep  other  children  away. 

The  germs  of  these  diseases  are  present  in 
the  mouth,  throat  and  nose  of  the  sick  child, 
and  are  spread  about  by  coughing,  talking  and 
sneezing.  Thus,  it  is  apparent  that  children 
may  easily  pass  the  germs  from  one  to  another. 
Children  should  be  taught  to  cover  trie  mouth 
when  coughing  or  sneezing,  and  to  keep  away 
from  other  children  who  are  frequently  cough- 
ing and  sneezing. 

Children  are  very  apt  to  suck  their  fingers, 
pick  the  nose,  and  bite  the  nails.  In  playing 
games  they  take  hold  of  each  other's  hands, 
and  thus  contagious  diseases  are  transmitted 
from  one  child  to  another.  They  should  be 
taught  to  keep  the  hands  clean,  the  nails  cut 
fairly  short,  and  to  keep  the  hands  away  from 
mouth  and  nose. 

Children  must  also  learn  not  to  exchange 
candy  or  fruit  with  other  children,  not  to  put 


176        THE  CHILD  FROM  TWO  TO  SEVEN 

into  the  mouth  pencils,  whistles  or  horns  which 
have  been  used  by  other  children,  and  never  to 
use  another's  handkerchief. 

Parents  are  realizing  as  never  before  the 
importance  of  teaching  children  to  clean  their 
teeth,  but  it  is  surprising  what  a  large  num- 
ber of  school  children  neglect  this  simple  but 
essential  health  measure.  Children  should  be 
given  a  good  tooth-brush  and  paste  and  taught 
as  early  as  possible  to  clean  the  teeth,  and  to 
flush  out  the  mouth  and  throat  twice  daily. 

A  condition  of  health  and  vigor  is  the  best 
protection  against  disease,  while  on  the  other 
hand  there  are  certain  disorders  which  tend  to 
produce  weakness,  and  increase  susceptibility 
to  disease,  such  as  chronic  indigestion,  catarrh 
of  the  nasal  passages,  and  loss  of  sleep,  all  of 
which  may  be  prevented  by  not  allowing  chil- 
dren to  eat  between  meals,  by  giving  them  sim- 
ple, nourishing  food  at  regular  times,  and  in- 
sisting upon  long  nights  of  sleep.  Chronic 
catarrhal  conditions  of  the  nose  should  receive 
careful  treatment. 

Outdoor  air  and  sunshine  are  powerful  fac- 
tors in  the  prevention  of  disease.  Children  who 
have  plenty  of  fresh  air  out  of  doors  and  in 
the  house,  sleep  better,  and  resist  disease  much 
better  than  children  who  are  too  closely  housed. 

The  temperature  of  living  rooms  should  not 
be  over  70°  F.,  and  a  constant  supply  of  fresh 
air  should  be  maintained.  Sleeping  rooms  need 


DISEASES  AND  DISORDERS  177 

a  thorough  airing  each  day,  and  should  be  open 
freely  to  the  night  air,  which  is  usually  purer 
than  that  of  the  day.  The  importance  of  sun- 
light as  a  destroyer  of  disease  germs  is  quite 
generally  recognized,  and  it  is  desirable  that 
all  rooms  at  some  time  during  the  day  be  open 
to  its  health-giving  influence. 

So  many  thousands  of  child  lives  are  de- 
stroyed annually  by  the  contagious  diseases, 
that  city,  state  and  national  health  departments 
are  expending  much  time  and  money  in  a  united 
effort  to  prevent  the  spread  of  these  diseases. 
Much  has  been  accomplished  by  the  improve- 
ment of  school  conditions,  and  a  step  in  the 
right  direction  is  the  appointment  of  school 
physicians  and  nurses.  Schools  are  better  ven- 
tilated, have  improved  sanitary  arrangements, 
more  sunshine  and  fresh  air.  There  is  more 
painstaking  effort  to  detect  contagious  disease 
early,  and  to  prevent  infection  spreading  from 
child  to  child. 

Very  little  progress  in  this  direction,  how- 
ever, can  be  accomplished,  and  the  work  of 
prevention  will  be  seriously  handicapped  unless 
physicians,  nurses  and  teachers  are  supported 
by  the  earnest  co-operation  of  parents.  If  the 
contagious  diseases  are  to  be  stamped  out,  there 
must  be  a  community  conscience.  Each  mother 
and  father  in  the  community  must  not  only 
take  every  precaution  against  the  spread  of 
disease  among  the  members  of  their  own  fam- 


178        THE  CHILD  FROM  TWO  TO  SEVEN 

ily,  but  do  everything  possible  to  prevent  the 
spread  of  infection  to  other  families.  Not  un- 
til this  responsibility  is  accepted  by  all  parents 
shall  we  witness  the  conquest  of  the  diseases 
which  are  destroying  so  many  thousands  of 
lives  of  little  children  each  year. 

THE   SCHICK   TEST   AND    SAFEGUARDING   THE 
CHILD  AGAINST   DIPHTHERIA 

There  has  of  late  years  been  perfected  what  is 
known  as  the  Schick  Test,  by  which  it  is  possible 
to  detect  to  what  extent  any  child  is  susceptible  to 
diphtheria.  To  children  thus  proved  to  be  sus- 
ceptible is  administered  toxin-antitoxin,  which 
renders  them  immune  to  the  disease. 

The  method  is  simple,  absolutely  harmless,  and 
is  being  used  in  the  public  schools.  Parents  have 
but  to  lend  their  earnest  cooperation  to  health  and 
school  officers,  and  many  children  will  be  safe- 
guarded against  this  most  crippling  and  destruc- 
tive foe  of  little  children. 

VACCINATION 

As  a  preventive  measure  against  the  dread 
disease  smallpox,  vaccination  has  long  since 
passed  the  experimental  stage.  The  ravages 
of  the  disease  before  the  days  of  vaccination, 
and  its  rarity  now  that  the  practice  is  so  uni- 
versal, is  indicative  of  its  protective  power. 

Vaccination   is  best  done  when  the   child   is 


DISEASES  AND  DISORDERS  179 

about  six  months  of  age,  although  if  smallpox 
is  epidemic,  or  if  there  is  any  possibility  of 
exposure  to  the  disease,  it  may  be  done  as 
early  as  three  or  four  months.  On  the  other 
hand,  it  may  be  postponed  in  a  very  delicate 
child  who  is  not  apt  to  be  exposed  to  smallpox, 
or  in  a  child  having  skin  disease. 

The  best  place  for  vaccination  is  the  part 
which  is  easiest  to  protect  and  keep  at  rest. 
In  young  infants  who  are  not  creeping  or  walk- 
ing, the  leg  offers  the  best  location,  while  in 
older  children  usually  the  arm  is  to  be  pre- 
ferred. If  older  children  are  vaccinated  on  the 
leg,  they  should  be  kept  off  their  feet  while 
vaccination  is  active. 

WHEN  VACCINATION  IS  SUCCESSFUL 
If  successful,  in  two  or  three  days  after  vac- 
cination, a  red  pimple  appears,  which  increases 
in  size  until  in  a  few  days  it  becomes'a  vesicle 
containing  watery  fluid,  later  becoming  yellow- 
ish, and  surrounded  by  a  red  ring.  During  the 
active  stage  there  is  some  swelling  and  redness, 
and  there  may  be  some  soreness,  restlessness 
and  feverishness. 

The  swelling  and  redness  gradually  decrease 
until  about  the  twelfth  day,  when  the  vesicle 
begins  to  dry  up  and  at  the  end  of  fourteen 
days  a  scab  forms,  which  comes  off  in  about 
three  weeks,  leaving  a  small  scar.  If  unsuc- 
cessful the  vaccination  should  be  repeated  in 


180        THE  CHILD  FROM  TWO  TO  SEVEN 

two  or  three  weeks.  If  it  is  successful,  a  child 
should  be  revaccinated  sometime  before  puber- 
ty, but  if  at  any  time  there  is  some  possibility 
of  exposure  to  smallpox,  vaccination  should  be 
repeated. 

THE  CARE  OF  THE  SICK  CHILD 
If  a  child  has  been  trained  from  infancy  to 
habits  of  regularity  in  feeding  and  sleeping,  the 
task  of  caring  for  it  when  ill  is  much  easier. 
Children  should  be  taught  to  show  the  throat, 
to  wash  out  the  throat,  to  take  liquid  medicine 
from  a  teaspoon,  and  to  take  tablets  or  cap- 
sules. They  should  also  be  taught  to  regard 
the  family  physician  as  a  good  friend,  and  to 
anticipate  his  visit,  as  one  of  the  pleasant 
events  of  the  day.  Under  no  consideration 
should  children  be  frightened  into  obedience 
by  threats  of  what  the  doctor  will  do  on  his 
arrival.  Such  threats  absolutely  prevent  the 
pleasant  relationship  which  should  exist  be- 
tween the  little  folks  and  the  physician,  and 
make  his  task  of  helping  the  children  very 
difficult. 

With  some  tact  and  patience  most  children 
may  be  taught  to  wash  out  the  throat  and  take 
pills  at  four  or  five  years,  and  to  show  the 
throat  at  two  or  three  years.  The  secret  of 
success  lies  in  not  frightening  them  in  the  be- 
ginning, and  all  these  matters  should  form  part 
of  a  child's  early  education. 


DISEASES  AND  DISORDERS  181 

Serious  illness  may  frequently  be  prevented 
by  giving  careful  attention  to  the  first  signs  of 
illness.  At  the  first  appearance  of  acute  indi- 
gestion, accompanied  by  diarrhoea  or  vomiting, 
fever  and  pain,  or  an  oncoming  cold  with  run- 
ning nose,  sneezing  and  feverishness,  the  child 
should  be  put  to  bed  in  a  quiet,  shaded  room, 
and  a  physician  called. 

Such  symptoms  may  mean  only  a  slight  up- 
set, or  on  the  other  hand,  may  mark  the  be- 
ginning of  one  of  the  contagious  diseases.  This 
latter  possibility  should  always  be  kept  in  mind, 
and  all  children  and  other  visitors  excluded, 
pending  the  arrival  of  the  physician.  Until  he 
arrives  no  food  should  be  given  other  than  a 
small  quantity  of  some  simple  gruel.  Cool, 
boiled  water  may  be  given  frequently,  and  a 
simple  bath  may  be  given  before  the  child  is 
put  in  bed, 

COMMON  DISORDERS  OF  CHILDHOOD 
CONSTIPATION   AND   ITS   PREVENTION 

This  very  common  disorder  should  be  pre- 
vented by  careful  attention  to  regularity  and 
proper  diet.  No  health  habit  is  more  important 
than  a  regular,  daily  action  of  the  bowels.  The 
first  essential  is  that  the  bowels  should  act  at 
the  same  time  every  day.  Such  training  should 
commence  in  infancy,  and  be  continued  through- 
out childhood. 


182        THE  CHILD  FROM  TWO  TO  SEVEN 

The  principal  causes  of  constipation  are  ir- 
regular meals,  improper  food,  eating  between 
meals,  lack  of  variety  in  the  diet,  and  neglect- 
ing the  time  for  regular  action  of  the  bowels. 

Medicine  alone  will  not  cure  constipation.  It 
can  be  accomplished  only  by  careful  training. 
The  best  time  is  in  the  morning  after  break- 
fast, and  parents  will  need  to  see  that  children 
take  time  to  attend  to  this  important  health 
habit.  School  children  should  arise  sufficiently 
early  to  have  ample  time  to  attend  to  this  after 
breakfast  before  leaving  the  house.  Unless 
some  attention  is  given  to  the  matter,  in  the 
hurry  incident  to  getting  to  school,  this  impor- 
tant duty  is  neglected,  and  irregularity  results 
in  chronic  constipation. 

Next  to  establishing  regularity  is  the  matter 
of  providing  a  well-balanced  diet,  insisting  upon 
regular  meals,  and  not  allowing  children  to  eat 
between  meals.  Some  variety  in  foods  should 
be  planned  for  breakfasts,  as  described  in  Chap- 
ter III.  The  coarse  cereals,  such  as  oatmeal 
or  pettyjohn  are  preferable  to  cream  of  wheat 
or  rice,  and  graham  or  whole  wheat  bread  in- 
stead of  white  bread. 

Green  vegetables,  such  as  spinach,  green  peas, 
string  beans,  carrots,  asparagus  and  celery,  are 
especially  valuable,  and  only  a  limited  amount 
of  potato  and  rice.  Meat  once  daily  is  suffi- 
cient. Milk  should  be  given  only  at  the  two 
light  meals.  Fruits  are  valuable,  and  should 


DISEASES  AND  DISORDERS  183 

be  used  freely.  Fruit  juices  given  in  water  on 
rising  are  useful.  Stewed  prunes,  dates  and 
figs,  apple  sauce  and  baked  apples,  stewed 
peaches,  and  raw  scraped  apples  are  all  excel- 
lent for  constipation,  and  should  be  given  once 
or  twice  daily  at  meals.  Two  or  three  tea- 
spoonfuls  of  honey  used  as  a  sauce  with  bread, 
and  given  daily,  may  prove  beneficial. 

Children  often  need  to  be  taught  to  drink 
water.  A  glass  on  rising  in  the  morning  and 
two  glasses  twice  daily  between  meals  is  a 
minimum  amount  for  the  day. 

When  it  becomes  necessary  to  move  the 
bowels  at  once,  an  injection  of  half  to  one  pint 
of  soapy  water,  using  a  bulb  syringe  or  foun- 
tain syringe,  is  a  simple  but  effective  method. 
A  tablespoonful  of  sweet  oil  used  as  an  injec- 
tion is  also  useful.  A  small  suppository  of  Cas- 
tile soap  is  easily  made,  and  will  serve  the 
same  purpose.  It  is  not  best  to  use  any  of 
these  methods  constantly.  Constipation  which 
persists  in  spite  of  careful  training  and  well- 
regulated  diet,  demands  the  attention  of  a 
physician. 

"WORMS" 

A  common  disorder  in  children  is  a  condition 
of  the  bowels  which  favors  the  development  of 
worms.  The  small  thread  or  "seat-worms",  re- 
sembling bits  of  grey  thread  less  than  half  an 
inch  long,  are  the  most  common  variety,  and 


184        THE  CHILD  FROM  TWO  TO  SEVEN 

locate  in  the  lower  bowel,  often  in  large  num- 
bers. 

They  cause  few  symptoms  in  some  children, 
but  in  many  children  they  cause  itching  at  the 
anus,  picking  of  the  nose,  bad  breath,  coated 
tongue,  loss  of  appetite,  grinding  of  the  teeth, 
restless  sleep  and  bad  dreams. 

Faulty  food  habits,  such  as  eating  irregularly 
and  between  meals,  too  much  sweet  food  and 
candy,  and  too  rapid  eating,  all  tend  to  bring 
about  the  unhealthy  condition  of  the  bowels 
favoring  the  growth  of  these  pests.  Correc- 
tion of  such  habits  will  do  much  to  eradicate 
this  condition.  In  addition,  children  should  be 
taught  to  eat  slowly,  to  chew  food  thoroughly, 
and  not  to  bolt  their  food. 

One  of  the  most  important  preventive  meas- 
ures is  to  see  that  children's  hands  are  kept 
clean.  The  finger-nails  should  be  watched  with 
special  care,  and  kept  short  and  clean,  as  chil- 
dren are  very  apt  to  put  their  fingers  in  the 
mouth,  and  thus  reinfect  themselves. 

Warm  salt  solution  injected  into  the  bowel 
every  other  night  for  a  few  weeks,  may  help 
to  clear  the  bowels  of  the  worms,  but  to  get 
rid  of  them  entirely,  the  help  of  a  physician  is 
necessary. 

BED-WETTING 

Most  children  will  go  through  the  night  with- 
out wetting  the  bed  at  two  or  three  years  of 
age,  if  taken  up  late  in  the  evening.  Certain 


DISEASES  AND  DISORDERS  185 

children  learn  before  this  age,  while  some  do 
not  acquire  control  until  four,  five  or  even  six 
years  of  age.  Older  children  wet  the  bed  occa- 
sionally, but  wetting  the  bed  every  night  after 
three  years  of  age  is  not  normal. 

This  troublesome  condition  is  often  the  re- 
sult of  faulty  habits,  such  as  eating  an  excess 
of  sweets,  too  rich  and  highly  seasoned  foods, 
and  eating  between  meals.  Sometimes  it  is 
due  to  general  debility,  or  to  some  trouble  of 
the  genital  organs. 

Punishment  is  seldom  helpful,  and  may  make 
the  condition  worse,  especially  corporal  punish- 
ment. Everything  possible  should  be  done  to 
build  up  the  child's  general  health.  Correction 
of  faulty  habits  of  eating  often  produces  sur- 
prisingly good  results.  Simple,  nutritious  food 
at  regular  times  only,  and  allowing  nothing  be- 
tween meals  except  water,  will  prove  beneficial. 
Children  should  be  encouraged  to  drink  plenty 
of  water  between  meals  up  to  4.00  P.  M.,  but 
none  later,  the  supper  being  made  up  mostly 
of  solid  or  semi-solid  food.  They  should  be 
taken  up  regularly  at  about  10.00  P.  M. 

Scolding,  ridicule  or  whipping  are  worse  than 
useless.  Children  are  sensitive,  and  often  ex- 
tremely self-conscious  in  regard  to  the  condi- 
tion. It  is  so  often  due  to  a  run-down  state 
of  health  due  to  faulty  living,  that  parents 
need  to  be  careful  how  they  treat  children  hav- 
ing this  trouble. 


186        THE  CHILD  FROM  TWO  TO  SEVEN 

Nothing  will  help  very  much  until  the  child's 
general  condition  is  improved.  Sometimes  by 
using  much  tact  and  gentleness  it  is  possible 
to  appeal  to  a  child's  pride,  but  it  should  not 
be  done  in  the  presence  of  other  children.  Tact 
and  gentleness  will  sometimes  win,  but  harsher 
methods  are  apt  to  make  a  child  sullen  and 
stubborn. 

Various  methods  have  been  successful  with 
different  children.  When  the  bed  is  dry  in  the 
morning,  a  child  may  be  allowed  to  play  with 
a  special  doll,  a  set  of  dishes,  or  box  of  tools 
kept  for  the  purpose.  Being  deprived  of  the 
special  pleasure  on  account  of  a  wet  bed,  will 
sometimes  impress  the  child's  mind,  and  stimu- 
late the  will-power  to  new  effort. 

It  is  important  to  bear  in  mind,  however,  the 
possibility  of  some  irritation  or  weakness  of 
the  genital  organs,  and  if  the  condition  does 
not  improve,  the  child  should  be  taken  to  a 
physician  for  examination  and  treatment. 

CONVULSIONS 

It  is  always  best  to  send  for  a  physician  at 
once,  but  until  he  arrives  some  home  care 
should  be  given.  Wrap  the  child's  body  in  large 
bath-towels  or  small  blanket  dipped  in  luke- 
warm mustard  water,  using  two  heaping  table- 
spoonfuls  of  mustard  powder  to  about  three 
pints  of  water.  At  the  same  time  place  the 
feet  in  warm  mustard  water,  and  cold  cloths 


DISEASES  AND  DISORDERS 

or  cloths  in  which  ice  is  wrapped,  on  the  head, 
keeping  the  child  as  quiet  as  possible.  It  is 
well  to  have  plenty  of  hot  water  and  a  tub 
at  hand,  in  case  a  warm  bath  becomes  neces- 
sary. 

A  hot  bath  may  be  necessary  if  the  convul- 
sions have  continued  until  the  face  is  very  pale, 
the  lips  and  nails  blue,  feet  and  hands  cold, 
and  pulse  weak.  When  the  child  is  in  this 
condition  the  hot  bath  will  help  by  bringing  the 
blood  to  the  surface,  and  giving  relief  to  the 
lungs,  heart  and  brain.  The  temperature  of 
the  bath  should  not  be  over  104°  R,  and  small 
quantities  of  hot  water  should  be  added  to  keep 
the  water  warm.  The  water  should  be  tested 
by  a  bath  thermometer,  but  if  this  is  not  con- 
venient, the  water  may  be  tested  by  thrusting 
the  bared  arm  up  to  the  elbow  into  the  water. 
Without  such  care,  in  times  of  emergency,  chil- 
dren have  been  put  into  water  so  hot  as  to  pro- 
duce serious  burns.  The  water  should  be  just 
comfortably  warm,  and  the  bath  may  be  made 
more  useful  by  adding  three  tablespoo'nfuls  of 
mustard  powder. 

The  cold  cloths  should  be  kept  on  the  head 
while  the  child  is  in  the  bath,  which  should  not 
be  prolonged  beyond  eight  to  ten  minutes,  when 
the  child  should  be  wrapped  in  a  warm  towel 
or  blanket  without  drying. 

The  most  common  cause  of  convulsions  is 
indigestion  due  usually  to  improper  food,  and 


188        THE  CHILD  FROM  TWO  TO  SEVEN 

for  this  reason  it  is  often  desirable  to  clean 
out  the  bowel  by  an  injection  of  warm  soap- 
suds. 

EARACHE 

The  pain  due  to  earache  is  nearly  always 
severe  and  continuous,  and  the  child  frequently 
cries  loudly  and  persistently,  occasionally  more 
sharply  with  an  extra  acute  twinge  of  pain, 
cringes  if  the  ear  is  touched,  and  sometimes 
keeps  the  hand  placed  over  the  ear. 

It  is  not  advisable  to  put  oil  or  medicines  in 
the  ear.  Irrigation  of  the  ear  with  boric  acid 
solution  comfortably  warm  will  often  give  re- 
lief, using  a  bit  less  than  half  a  teaspoonful 
of  boric  acid  powder  to  two  tablespoonfuls  of 
water.  The  warm  solution  may  be  poured 
slowly  into  the  ear  with  a  spoon.  When  there 
is  a  discharge  from  the  ear  such  irrigation 
should  not  be  used  without  medical  advice. 

After  the  warm  solution,  dry  heat  may  be 
applied  if  necessary.  This  may  be  accomplished 
by  binding  over  the  ear  with  a  bandage  or 
handkerchief,  a  small  cloth  bag  filled  with  hot 
salt  or  bran.  A  small  butter-dish  heated  in 
hot  water  and  covered  with  cloth  may  serve 
the  same  purpose.  A  small  hot-water  bag  may 
be  held  to  the  ear,  or  the  child  may  rest  the 
aching  ear  on  the  bag,  being  careful  in  all 
these  procedures  not  to  burn  the  ear.  If  the 
pain  persists,  or  a  discharge  appears,  it  is  best 


DISEASES  AND  DISORDERS  189 

to  consult  a  physician,  as  serious  inflammation 
and  deafness  have  been  known  to  occur. 

CROUP 

An  attack  of  ordinary,  spasmodic  croup,  the 
form  most  frequently  seen,  seems  alarming,  but 
is  seldom  dangerous.  An  attack  is  usually 
ushered  in  with  hoarseness  during  the  after- 
noon, followed  later  in  the  day  by  the  char- 
acteristic sharp,  barking,  croupy  cough.  In  a 
mild  attack,  in  addition  to  the  peculiar  cough, 
there  is  hoarseness  and  somewhat  labored 
breathing.  In  the  more  severe  attacks  the 
hoarseness  is  more  pronounced,  and  the  breath- 
ing becomes  difficult  and  noisy. 

The  attacks  are  not  usually  long,  but  the 
croupy  cough  and  oppressed  breathing  may 
continue  for  an  hour  or  two,  when  the  child 
goes  to  sleep,  usually  resting  well  until  morn- 
ing. 

The  dangerous  form  of  croup,  called  mem- 
braneous croup,  is  diphtheria  of  the  larynx, 
and  differs  from  the  common  spasmodic  croup, 
in  that  it  comes  on  gradually,  and  the  symp- 
toms continue  throughout  the  day. 

TO   RELIEVE   SPASMODIC  CROUP 

The  room  should  be  warm,  and  cloths  soaked 
in  hot  water  applied  over  the  throat.  The  warm 
air  should  be  kept  moist  by  steam  from  boil- 
ing water  in  a  croup  kettle  if  convenient,  or 


190        THE  CHILD  FROM  TWO  TO  SEVEN 

an  ordinary  tea-kettle.  This  will  be  still  more 
effective  if  the  child  is  placed  under  a  tent, 
arranged  by  throwing  a  sheet  over  an  open 
umbrella,  leaving  an  opening  at  the  side  for 
the  entrance  of  the  steam. 

If  the  symptoms  become  alarming,  ten  drops 
of  the  syrup  of  ipecac  may  be  given  every  fif- 
teen minutes  until  vomiting  occurs,  but  if  at 
any  time  breathing  becomes  loud  and  difficult, 
a  physician  should  be  summoned  at  once. 

COLDS 

Children  are  made  susceptible  to  colds  by 
keeping  them  too  closely  housed  in  overheated, 
poorly  ventilated  rooms,  by  improper  feeding, 
and  too  much  or  too  little  clothing.  Certain 
children  inherit  a  tendency  to  nasal  and  bron- 
chial disorders.  Enlarged  adenoids  and  tonsils 
also  increase  the  liability  to  colds. 

It  is  always  to  be  remembered  that  colds  are 
caused  by  germs  and  are  contagious;  therefore, 
children  should  be  kept  away  from  persons 
having  colds,  or  who  are  sneezing  and  coughing. 
A  cold  often  runs  through  an  entire  family  for 
lack  of  precautions  to  protect  those  not  having 
a  cold.  A  cold  should  not  be  regarded  as  a 
very  slight  indisposition  to  which  little  atten- 
tion need  be  given.  It  is  very  often  the  start- 
ing point  of  serious  illness. 


DISEASES  AND  DISORDERS  191 

PREVENTION  OF  COLDS 

Everything  possible  should  be  done  to  pre- 
vent children  taking  cold.  Children  having  a 
chronic  nasal  discharge,  and  who  habitually 
keep  the  mouth  open,  should  be  examined  for 
enlarged  adenoids  and  tonsils,  and  if  present 
they  should  be  removed. 

The  diet  is  very  often  at  fault.  Too  much 
starchy  food,  cereals,  potatoes,  sugar  and 
sweets,  are  apt  to  cause  indigestion  and  lack 
of  resistance. 

Children  who  .are  very  susceptible  to  colds 
are  benefited  by  taking  cod-liver  oil  through- 
out the  entire  winter.  The  pure  cod-liver  oil 
is  preferable,  commencing  with  half  to  one 
teaspoonful  with  meals,  and  increasing  up  to 
two  to  four  teaspoonfuls,  as  children  become 
accustomed  to  it. 

Many  children  are  clothed  too  heavily.  Med- 
ium weight  underwear  of  wool  and  cotton  mix- 
ture should  be  worn,  and  only  light  weight 
outer  clothing  worn  in  the  house.  When  out 
of  doors  a  child  should  not  be  so  bundled  up 
as  to  perspire  freely  when  playing. 

Living  and  sleeping  rooms  should  be  well 
ventilated,  and  the  more  sunny  they  are  the 
better.  A  living-room  temperature  of  68°  F. 
is  better  than  one  of  70°  R,  and  the  air  should 
be  changed  completely  every  day.  This  sub- 
ject has  been  so  thoroughly  considered  in  Chap- 
ter II  (Sunshine  and  Fresh  Air  in  the  Home) 


192        THE  CHILD  FROM  TWO  TO  SEVEN 

that  it  is  mentioned  here  simply  for  re- 
emphasis. 

A  morning  rubbing  of  the  face  and  chest 
with  cold  water,  followed  with  a  brisk  rub 
with  a  coarse  towel  until  the  skin  glows,  is  an 
excellent  preventive  of  colds.  The  bath  should 
not  be  extended  over  a  minute,  and  should  be 
followed  by  a  good  reaction.  A  warm  soap  and 
water  bath  given  at  bedtime  twice  a  week,  tends 
to  keep  the  skin  active,  and  prevents  colds. 

Right  at  the  onset  of  an  acute  cold  with 
sneezing  and  running  nose,  the  wisest  course 
is  to  put  the  child  to  bed  in  a  sunny  room  by 
itself,  and  keep  other  children  away.  Even  if 
the  symptoms  are  very  slight,  children  can  be 
made  happy  in  bed  with  picture-books,  dolls, 
and  other  toys.  Such  care  will  stop  the  prog- 
ress of  the  cold  much  more  quickly,  and  pre- 
vent other  members  of  the  family  from  con- 
tracting the  cold.  Unless  the  symptoms  yield 
quickly  to  such  care,  it  is  best  to  seek  medical 
aid,  for  neglected  colds  are  apt  to  become 
serious  bronchial  conditions. 

ADENOID   GROWTHS 

Back  of  the  nose  in  the  upper  part  of  the 
throat,  is  situated  a  glandular  mass  known  as 
"Adenoids".  It  is  a  normal  growth,  and  only 
when  it  becomes  enlarged  or  diseased  does  it 
require  removal. 


DISEASES  AND  DISORDERS  193 

Overgrowth  of  adenoids  causes  mouth-breath- 
ing, and  during  sleep  children  snore  and  toss 
restlessly  about  the  bed.  Children  having  dis- 
eased adenoids  are  constantly  having  colds, 
chronic  nasal  discharge,  and  swelling  of  the 
glands  of  the  neck;  their  speech  is  apt  to  be 
thick  and  nasal  in  tone.  They  are  also  subject 
to  earache,  and  sometimes  serious  inflammation 
and  abscess  of  the  ears,  often  resulting  in 
chronic  discharge  and  deafness.  In  the  course 
of  time  the  condition  may  result  in  deformity 
of  the  upper  jaw  and  mouth.  Headaches,  sleep- 
lessness, and  various  nervous  symptoms  accom- 
pany adenoids,  and  diseases  such  as  measles, 
whooping-cough,  pneumonia,  scarlet  fever,  and 
diphtheria,  are  worse  in  children  who  have  en- 
larged adenoids. 

The  necessity  for  careful  examination  by  a 
physician  and  the  removal  of  the  overgrowth, 
is  apparent.  The  operation  is  simple  in  skillful 
hands,  and  not  to  be  considered  as  dangerous. 
Just  when  to  have  it  done  depends  upon  the 
urgency  of  the  symptoms.  Usually  it  is  better 
to  postpone  the  operation  until  the  child  is 
over  two  years  of  age,  as  there  is  less  possi- 
bility of  recurrence  than  when  it  is  done  in 
early  infancy. 

Children  recover  quickly  after  the  operation 
and  show  improvement  at  once.  The  breathing 
becomes  easy,  and  sleep  is  more  restful  and 
quiet.  Children  who  have  been  thin,  pale  and 


194        THE  CHILD  FROM  TWO  TO  SEVEN 

listless  improve  in  color,  become  brighter,  and 
the  weight  increases. 

ENLARGED  TONSILS 

Overgrowth  of  adenoids  is  very  often  accom- 
panied by  enlarged  tonsils,  and  are  frequently 
removed  at  the  same  operation.  Swollen  and 
repeatedly  inflamed  tonsils  are  very  apt  to  lead 
to  serious  illness,  such  as  inflammation  of  the 
joints,  and  disease  of  the  heart.  Chronically 
enlarged  tonsils  should  be  brought  to  the  at- 
tention of  the  physician,  who  will  decide  the 
question  of  removal. 

THUMB  AND   FINGER  SUCKING 

The  habit  of  sucking  usually  commences  in 
infancy,  and  unless  interfered  with  may  con- 
tinue until  children  are  six  to  eight  years  of 
age.  Children  suck  the  thumb,  the  fingers,  the 
corner  of  a  blanket,  and  are  frequently  given 
rubber  nipples  and  rings  to  suck. 

Some  parents  may  question  whether  the  habit 
is  really  harmful,  but  when  it  is  considered 
that  children  handle  toys,  books,  different 
pieces  of  furniture,  play  on  the  floor,  and  that 
people  frequently  take  a  child's  hand  in  greet- 
ing, it  is  evident  that  the  carrying  of  disease 
germs  to  the  mouth  and  throat  by  sucking  the 
fingers,  is  not  only  possible,  but  must  be  con- 
sidered wholly  probable. 

The  delicate  mucous  membrane  of  the  mouth 


DISEASES  AND  DISORDERS  195 

is  undoubtedly  often  injured  by  the  habit,  re- 
sulting in  inflammation  and  infection  of  the 
mouth.  It  is  a  habit  which  can  never  be  of 
use  to  any  child.  Viewed  from  any  standpoint 
it  is  distinctly  unwholesome  and  unhealthy,  and 
every  effort  should  be  made  to  prevent  the 
formation  of  the  habit,  or  to  break  it  if  al- 
ready commenced. 

By  every  means  possible,  from  earliest  in- 
fancy, children  should  be  trained  to  keep  the 
hands  away  from  the  mouth.  They  should  not 
be  allowed  to  suck  any  article  in  order  to  keep 
them  quiet.  The  question  of  the  child's  food 
should  be  carefully  considered,  remembering 
that  a  hungry  child  will  suck  the  whole  hand 
if  it  can  get  it  into  the  mouth,  and  cries  for 
some  minutes  before  feeding  time. 

Applying  to  the  hands  medicine  having  a  dis- 
agreeable taste  is  seldom  effective.  The  wear- 
ing of  small  bags  or  mittens  without  thumbs 
will  break  the  habit  in  some  children,  but  other 
means  are  necessary  in  most  cases. 

Some  mothers  have  prevented  sucking  by 
putting  on  the  child  a  belt  having  small  bone 
rings  attached  on  each  side,  and  wristlets  hav- 
ing similar  rings;  the  rings  on  the  wristlets  are 
then  attached  by  tape  to  the  rings  on  each  side 
of  the  belt.  This  permits  freedom  of  arm  move- 
ments, but  prevents  the  child  reaching  the 
mouth  with  the  hand.  The  belt  and  wristlets 
may  be  made  from  strips  of  unbleached  cotton 


1%        THE  CHILD  FROM  TWO  TO  SEVEN 

cloth  about  one  and  a  half  inches  wide.  This 
contrivance  has  also  been  used  to  prevent 
scratching  of  the  face  when  children  have 
eczema. 

Much  may  be  accomplished  by  persistently 
removing  the  child's  hand  from  the  mouth,  and 
diverting  the  attention  elsewhere.  As  children 
reach  the  age  of  two  years  suggestion  may  be 
effective,  but  during  sleep  fastening  the  arms 
to  the  sides  as  described  above  may  be  neces- 
sary. 

NAIL-BITING 

This  habit  is  most  frequently  seen  in  chil- 
dren over  three  years  of  age,  and  unless 
stopped  in  the  beginning  is  apt  to  extend  into 
adult  life.  It  is  seen  especially  in  children 
whose  general  health  is  not  good,  and  is  often 
a  sign  of  an  irritable  condition  of  the  nerves. 

Every  effort  should  be  made  to  break  up  this 
habit  at  the  beginning.  It  not  only  injures  the 
nails,  and  mars  the  shape  of  the  ends  of  the 
fingers,  but  is  one  way  of  carrying  disease 
germs  to  the  mouth  and  throat.  Every  means 
should  be  used  to  build  up  the  general  health 
by  wholesome  food,  an  abundance  of  sleep,  and 
outdoor  life. 

MASTURBATION   (SELF-ABUSE) 

The  most  injurious  of  all  bad  habits,  this 
habit  should  be  broken  up  as  soon  as  discov- 


DISEASES  AND  DISORDERS  197 

cred.  It  is  practiced  by  rubbing  the  genital 
organs  with  the  hands,  the  clothing,  against  the 
bed,  or  by  rubbing  the  thighs  together.  Other 
children  sit  upon  the  floor,  and  with  thighs 
tightly  crossed,  rock  forward  and  backward. 
The  habit  is  more  common  in  older  children, 
but  has  been  observed  as  early  as  one  year, 
and  in  both  sexes. 

Fortunately  there  are  many  children  who 
escape  this  pernicious  habit  altogether.  Much 
depends  upon  early  training  and  good  care. 
An  excessively  long  tight  foreskin  which  does 
not  allow  of  pushing  back  for  thorough  cleans- 
ing, should  receive  medical  attention;  other- 
wise, the  collection  of  secretions  underneath 
will  produce  irritation. 

Infants  should  be  watched,  and  if  necessary 
the  hands  mechanically  restrained.  Punish- 
ment is  of  little  use  with  older  children,  and 
makes  matters  worse.  This  close  observation 
should  be  unobtrusive,  and  is  especially  neces- 
sary when  children  are  first  going  to  sleep,  and 
on  waking  in  the  morning. 

As  soon  as  children  can  talk  and  can  under- 
stand, they  should  be  instructed  at  the  daily 
bath  not  to  touch  the  parts  except  to  keep  them 
clean. 

The  most  important  means  of  prevention  are, 
to  watch  children  closely,  to  keep  their  trust 
and  confidence,  and  from  earliest  childhood  to 
teach  self-control  by  every  possible  means. 


COMMON  EMERGENCIES  OF  CHILDHOOD 


"Good  health  and  good  sense  are  two  of  life's  greatest  blessings" 
— Publius    Syrus. 


CHAPTER  X 
COMMON  EMERGENCIES  OF  CHILDHOOD 

Children  are  naturally  carefree  and  unthink- 
ing of  any  possibility  of  mishap  in  their  play. 
Forgetful  of  words  of  caution  they  enter  whole- 
heartedly into  all  sorts  of  play  activities,  and 
so  it  is  not  strange  that  they  meet  with  some 
upsets,  tumbles,  and  other  accidents  of  various 
kinds  and  degree.  For  the  reason  that  some 
of  these  mishaps  may  demand  first  aid  care, 
it  is  desirable  that  parents  should  know  some- 
thing of  the  best  methods  of  meeting  the  most 
common  emergencies  of  home  and  playground. 

BURNS 

One  of  the  most  common  accidents  which 
befall  children  is  burning  while  playing  with 
matches  or  fireworks,  or  from  scalding  with 
hot  water.  By  far  the  most  common  burn  is 
that  received  while  playing  with  matches.  To 
chronicle  all  the  serious  and  often  fatal  acci- 
dents occurring  to  children  in  this  way  would 
fill  many  newspaper  columns.  Such  accidents 
are  reported  in  the  papers  almost  daily. 
Matches  should  be  kept  high  out  of  reach  of 

201 


202        THE  CHILD  FROM  TWO  TO  SEVEN 

all  children,  and  it  is  best  not  to  leave  young 
children  alone  in  a  room  where  there  is  fire. 

Fortunately  parents  are  coming  to  realize  the 
possibilities  of  danger  in  the  use  of  fireworks, 
and  while  there  are  still  many  serious  and  fatal 
injuries  occurring  every  year,  the  number  has 
decreased  during  the  last  few  years.  If  chil- 
dren are  permitted  to  play  with  fireworks,  it 
should  be  only  under  the  direct  supervision  of 
parents. 

THE  CARE  OF  BURNS 

If  the  child's  clothes  are  on  fire,  beginning 
at  the  neck,  wrap  the  child  quickly  in  whatever 
heavy,  woolen  material  is  handy,  such  as  a  rug, 
carpet,  a  woolen  blanket  or  overcoat,  at  the 
same  time  placing  the  child  low  on  the  floor, 
in  order  that  the  flames  will  not  rise  to  the 
face  and  head.  If  ready  at  hand,  dash  a  bucket 
of  water  over  the  flames.  Do  not  run  about 
with  the  child,  or  allow  the  child  to  run  about; 
under  such  circumstances  the  flames  spread 
more  rapidly. 

To  prevent  pain  air  must  be  kept  from  the 
burns,  and  the  clothes  should  not  be  allowed 
to  rub  against  the  burned  skin.  An  excellent 
solution  for  burns  is  made  by  dissolving  a 
heaping  teaspoonful  of  baking  soda  in  a  glass 
of  water.  In  this  solution  soft  linen  or  cheese 
cloth  is  soaked  and  applied  to  the  burn.  When 
the  pain  subsides  boric-acid  ointment  may  be 
applied. 


EMERGENCIES  OF  CHILDHOOD  203 

When  the  burns  are  more  extensive  and 
severe,  the  child  should  be  put  to  bed  and  kept 
quiet  until  the  physician  arrives.  Instead  of 
pulling  off  the  clothing  it  should  be  cut  away 
piece  by  piece.  Only  small  places  should  be 
exposed,  and  linen  cloths  soaked  in  the  solution 
applied.  When  air  reaches  large  areas  it  is 
very  painful.  It  is  best  to  leave  dressings  for 
the  physician  unless  he  is  long  delayed.  After 
applying  the  soda  solution  by  pieces  of  linen, 
the  parts  may  be  still  further  protected  from 
the  air  by  wrapping  in  raw  cotton  and  ban- 
daging loosely. 

Usually  in  severe  burns  there  is  considerable 
prostration.  Keep  the  child  quiet  in  a  dark- 
ened room  and  apply  hot  water  bottles  wrapped 
in  towels  or  flannel,  about  the  legs  and  feet, 
and  if  there  is  much  weakness,  give  a  few 
swallows  of  strong,  hot  coffee. 

BURNS  FROM  ACIDS  AND  ALKALIES 

Burns  caused  by  acids  should  be  washed 
quickly  with  water  or  baking  soda  solution. 
Those  caused  by  alkalies  or  lye  should  be 
washed  with  a  solution  of  vinegar  and  water. 
Either  kind  of  burn  may  then  be  wrapped  in 
soft  linen  or  cheese  cloth  soaked  in  boric-acid 
solution. 

WOUNDS 

If  the  wound  is  deep  or  extensive,  or  if  the 
bleeding  does  not  stop  easily,  it  should  have 


204        THE  CHILD  FROM  TWO  TO  SEVEN 

surgical  attention  at  once.  If  the  wound  is 
slight,  apply  a  few  drops  of  the  tincture  of 
iodine,  then  cleanse  with  boiled  water,  or  one 
of  the  simple  boric-acid  solutions.  A  solution 
may  be  prepared  by  dissolving  a  half  teaspoon- 
ful  of  boric-acid  powder  in  a  cup  of  clean, 
boiled  water.  It  will  do  no  harm  to  allow  the 
wound  to  bleed  a  moment;  the  blood  will  wash 
away  any  bits  of  dirt  present,  and  if  the  wound 
is  a  slight,  clean  cut,  further  cleansing  may  be 
unnecessary,  other  than  to  wipe  clean  all  about 
the  wound.  Then,  using  a  bit  of  clean  absorb- 
ant  cotton  soaked  in  the  boric-acid  solution, 
slight  pressure  on  the  wound  will  usually  stop 
the  bleeding.  A  small  compress  of  clean  linen 
or  gauze  soaked  in  the  solution  is  then  bound 
on  the  wound,  using  a  small  gauze  bandage  if 
handy.  If  there  is  no  pain  or  inflammation,  this 
first  dressing  may  be  left  on  for  two  or  three 
days  unless  it  becomes  much  soiled.  If  the 
wound  is  on  a  finger,  a  finger-cot  will  help  to 
keep  the  dressing  clean.  Should  the  wound 
become  painful  and  swollen  a  physician  should 
be  consulted. 

LARGE  OR  DEEP  WOUNDS 

When  the  wound  is  large  or  deep,  emergency 
care  until  the  physician  arrives  demands  that 
the  child  be  kept  quiet,  the  wound  as  clean  and 
free  from  contamination  as  possible,  and  that 
bleeding  be  controlled. 


EMERGENCIES  OF  CHILDHOOD  205 

The  wound  should  be  freed  from  the  cloth- 
ing, if  necessary  cutting  the  clothing  away, 
and  the  wound  exposed  to  the  air.  If  it  is  a 
clean-cut  wound,  and  everything  about  the 
wound  is  clean,  it  is  best  to  let  it  alone  until 
the  physician  arrives.  Bleeding  may  be  con- 
trolled by  steady  pressure  maintained  on  ad- 
jacent blood  vessels,  or  just  above  the  wound. 
A  compress  of  clean  linen  or  gauze  soaked  in 
boric-acid  solution  or  other  mild  antiseptic, 
should  then  be  placed  over  the  wound,  main- 
taining pressure  to  stop  bleeding  if  necessary. 

It  is  unwise  to  handle  such  a  wound  more 
than  absolutely  necessary  until  the  hands  can 
be  properly  cleansed  with  warm  water,  soap 
and  brush.  All  articles  used  for  the  dressing 
should  be  boiled  before  using.  If  sterile  gauze 
is  not  available,  linen,  cotton  or  cheese-cloth 
used  in  dressing  the  wound,  should  be  boiled 
in  clean  water  before  using.  If  cleansing  is 
necessary  it  should  be  done  thoroughly,  using 
bits  of  absorbant  cotton  or  gauze  soaked  in  an 
antiseptic  solution.  The  sterile  dressing  may 
then  be  applied  and  bandaged  firmly. 

TEARS  OR  LACERATED  WOUNDS 

Such  wounds  are  very  apt  to  leave  scars,  and 
unless  very  slight,  medical  care  is  advisable. 
They  are  also  more  liable  to  be  contaminated 
by  dirt  than  clean-cut  wounds,  and  need  careful 


206        THE  CHILD  FROM  TWO  TO  SEVEN 

cleansing  in  warm  boiled  water  and  antiseptic 
solution.  In  cleansing,  use  several  bits  of  ab- 
sorbant  cotton  squeezed  out  in  antiseptic  solu- 
tion. First  wipe  away  all  dirt  around  the 
wound,  then  with  clean  bits  of  cotton  cleanse 
the  wound  thoroughly.  The  ragged  edges 
should  be  brought  together,  covered  with  a 
sterile  compress,  and  bandaged.  If  the  wound 
keeps  clean  and  free  from  pain  or  swelling,  it 
may  be  left  until  healing  is  complete,  or  changed 
if  much  soiled. 

PUNCTURED  WOUNDS 

Punctured  wounds  are  made  by  tacks,  nails, 
fish-hooks,  splinters,  needles  or  pins.  If  a  piece 
of  a  fish-hook  or  needle  becomes  imbedded  in 
the  flesh,  or  if  the  wound  is  deep  from  a  nail, 
surgical  help  is  advisable.  A  fish-hook  which 
is  in  the  flesh  beyond  the  barb  should  never  be 
pulled  or  torn  out,  but  carefully  cut  out.  If  a 
needle  is  imbedded  in  the  flesh,  care  should  be 
taken  not  to  break  it  in  trying  to  pull  it  out, 
and  it  should  be  examined  carefully  after  re- 
moval to  see  if  it  is  intact.  After  removing 
the  object  the  wound  should  be  squeezed  in 
warm  water,  in  order  that  the  blood  may  wash 
out  any  remaining  dirt.  A  sterile  compress 
may  then  be  applied  and  bandaged.  Should 
pain  and  swelling  ensue,  medical  advice  should 
be  sought  without  delay. 


EMERGENCIES  OF  CHILDHOOD  207 

BROKEN  BONES  AND  DISLOCATIONS 

A  broken  bone  or  bone  out  of  place  is  very 
painful,  and  usually  there  is  a  deformity.  The 
limb  should  be  placed  in  as  comfortable  a  posi- 
tion as  possible  until  a  physician  can  give  it  the 
care  needed.  The  child  should  be  moved  with 
the  utmost  gentleness,  and  the  broken  limb 
supported  continually,  as  the  slightest  move- 
ment causes  severe  pain,  and  the  jagged  ends 
of  the  broken  bone  tear  the  flesh. 

If  a  child  must  be  carried  some  distance, 
something  in  the  way  of  support  should  be 
provided.  The  limb  may  be  bandaged  with 
handkerchiefs  to  a  piece  of  board  or  paste- 
board, a  piece  of  branch  from  a  tree,  or  the 
broken  leg  may  be  bandaged  to  the  sound  one, 
or  the  arm  to  the  side.  At  home  a  broken 
limb  may  be  supported  by  two  pillows,  one  on 
each  side. 

DOG-BITES 

Fortunately  most  of  the  bites  are  very  slight, 
often  mere  abrasions  of  the  skin,  and  seldom 
cause  serious  trouble  if  properly  cleansed,  and 
covered  with  a  suitable  dressing. 

Children  are  seldom  bitten  by  a  dog  in  their 
own  family.  It  is  more  often  by  some  other 
dog  which  dislikes  to  be  petted  by  children. 
Little  folks  should  be  taught  to  keep  away  from 
dogs  outside  of  the  family,  and  that  even  with 


208       THE  CHILD  FROM  TWO  TO  SEVEN 

their  own  dear  home  friend,  it  is  best  not  to 
disturb  him  while  eating,  or  maul  him  too  much 
on  hot  summer  days. 

Few  dogs  really  become  rabid  unless  horribly 
thirsty,  starved  or  abused.  If  a  child  is  bitten 
by  a  dog  which  is  thought  to  be  rabid,  it  is  best 
not  to  kill  the  dog  immediately  unless  in  self- 
defence,  but  to  keep  it  in  confinement  until  the 
matter  can  be  passed  upon  by  experts.  If  it 
is  found  not  to  be  rabid,  much  relief  will  be 
experienced  by  all  concerned. 

The  bite  of  any  animal  should  be  squeezed 
out  thoroughly  under  warm  water,  and  thor- 
oughly cleansed  with  an  antiseptic  solution.  A 
compress  soaked  in  the  solution  should  then  be 
applied,  and  a  physician  called. 

BLEEDING   FROM   THE   NOSE 

Nosebleed  is  such  a  common  complaint  during 
childhood  that  we  are  apt  to  regard  it  as  of 
little  importance.  It  is  true  that  bleeding  from 
the  nose  is  seldom  a  serious  matter,  yet,  it  is 
also  true  that  frequent  nosebleed  may  be  a 
symptom  of  some  abnormal  condition  of  the 
nose,  or  disease  of  the  body,  needing  attention. 
When  they  occur  very  frequently,  therefore, 
the  child  should  be  taken  to  a  physician  for 
thorough  examination. 

The  most  common  reason  for  nosebleed  is 
that  a  crust  has  been  picked  away,  leaving  a 
bleeding  point  on  the  septum  in  one  of  the 


EMERGENCIES  OF  CHILDHOOD  209 

nostrils.  Usually  it  is  easy  to  determine  from 
which  nostril  the  blood  is  coming,  when  firm 
and  steady  pressure  maintained  for  a  short  time 
on  the  affected  side  will  stop  the  bleeding. 
Steady  pressure  maintained  on  the  upper  lip  at 
the  outer  edge  of  each  nostril,  or  at  the  root 
of  the  nose,  will  usually  stop  bleeding.  Such 
means  failing  to  stop  it,  a  piece  of  absorbent 
cotton  rolled  into  a  cone  and  soaked  in  ice-cold 
water,  or  a  bit  of  ice  thus  rolled  in  cotton,  and 
gently  inserted  into  the  nostril,  over  which 
steady  pressure  is  maintained  outside,  will  fre- 
quently serve  to  stop  bleeding.  The  plug  of 
cotton  should  protrude  from  the  nostril  to  per- 
mit of  easy  removal,  and  the  child  must  not 
blow  the  nose.  At  the  same  time,  if  the  bleed- 
ing continues,  the  feet  may  be  placed  in  a  mus- 
tard foot-bath,  thus  diverting  the  blood  from 
the  head. 

Usually  such  home  methods  will  prove  effec- 
tive, but  if  bleeding  continues,  the  nostrils  may 
need  special  treatment  by  a  physician.  Chil- 
dren should  be  taught  to  keep  the  fingers  away 
from  the  nostrils.  Constant  picking  produces 
a  chronic  unhealthy  condition,  and  is  apt  to 
carry  infection  to  the  nose. 

FOREIGN  BODY  IN  THE  NOSTRIL 

Children  sometimes  put  a  small  object  such 
as  a  pea  or  bean  into  a  nostril  and  forget  it. 


210        THE  CHILD  FROM  TWO  TO  SEVEN 

After  a  time  chronic  inflammation  and  discharge 
calls  attention  to  it.  If  the  object  is  not  too 
far  in,  or  too  firmly  held  by  the  swollen  mem- 
brane, it  may  sometimes  be  expelled  by  having 
the  child  blow  its  nose,  while  the  empty  nostril 
is  closed  by  pressing  firmly  with  the  finger,  or 
by  causing  the  child  to  sneeze  by  tickling  the 
nostril.  Unless  such  simple  means  are  effective, 
it  is  best  to  consult  a  physician,  since  injury 
may  be  caused  by  unskilled  attempts  to  remove 
the  object. 

FOREIGN  BODIES  IN  THE  EAR 
Children  occasionally  put  such  objects  as 
beads,  peas  or  beans  into  the  ear.  Unless  the 
object  can  be  grasped  easily  and  removed,  it 
is  best  to  leave  its  removal  until  such  time  as  a 
physician  can  be  consulted.  Such  an  object  does 
little  harm  unless  it  causes  pain  or  distress,  and 
unskilled  attempts  to  remove  it  may  push  it 
farther  into  the  canal,  where  it  may  produce 
irritation  by  pressing  against  the  ear-drum. 

Sometimes  it  happens  that  an  insect  crawls 
into  the  canal  of  the  ear,  and  causes  much  dis- 
comfort. Four  or  five  drops  of  sweet  or  castor- 
oil  should  be  introduced  into  the  canal,  followed 
about  half  an  hour  later  by  syringing  with 
warm  water. 

INJURIES  TO  THE  EYE 

When  a  bit  of  soot  or  dirt  gets  into  the  eye, 
the  tendency  is  to  rub  it  which  makes  matters 


EMERGENCIES  OF  CHILDHOOD  211 

i 

worse  by  causing  irritation.  The  tears  will  fre- 
quently wash  away  the  object,  unless  the  par- 
ticle adheres  to  the  surface  under  the  upper 
lid.  Sometimes  by  gently  lifting  the  upper  lid 
away  from  the  eye  and  downward  over  the 
lower  lid,  then  letting  go,  the  lower  lashes  will 
act  as  a  brush,  and  sweep  away  the  particle. 

Should  this  not  prove  successful  the  surface 
of  the  eyeball  and  under  portion  of  the  eyelids 
must  be  examined.  It  is  a  simple  procedure  to 
pull  down  the  lower  lid,  and  look  for  a  speck 
on  its  inner  surface,  or  on  the  surface  of  the 
eyeball  and  the  corners  of  the  eye.  If  the  par- 
ticle is  seen  it  may  be  removed  with  the  corner 
of  a  handkerchief,  a  bit  of  cotton  twisted  about 
a  match,  or  a  moistened  camel's  hair  brush. 

If  the  speck  is  not  found  and  irritation  per- 
sists, the  inner  surface  of  the  upper  lid  must 
be  exposed  to  view.  To  accomplish  this  the 
eyelid  should  be  gently  dried  but  not  rubbed. 
The  child  is  told  to  look  down,  the  edge  of  the 
lid  and  lashes  are  seized  with  the  thumb  and 
forefinger  of  the  right  hand,  and  the  lid  is 
drawn  first  forward  and  downward  away  from 
the  eyeball,  then  upward  over  the  thumb  or 
forefinger  of  the  left  hand;  the  particle  may 
then  be  removed  with  the  corner  of  a  handker- 
chief. It  may  be  necessary  to  try  several  times. 

It  often  happens  that  no  particle  is  found, 
and  yet,  the  eye  still  feels  irritated  and  as 
though  something  remained  on  the  surface. 


212        THE  CHILD  FROM  TWO  TO  SEVEN 

This  may  be  from  the  irritation  produced  by 
the  particle,  and  by  efforts  to  remove  it.  The 
eye  is  so  sensitive  that  the  irritation  may  re- 
main for  a  few  hours  even  after  the  particle 
has  been  removed.  Bathing  the  eye  gently  with 
boric-acid  solution  by  allowing  the  solution  to 
trickle  from  a  bit  of  cotton  from  the  outer  to 
the  inner  corner  of  the  eye,  will  give  consid- 
erable relief. 

LIME  OR  ACIDS  IN  THE  EYE 

Although  not  very  common,  it  occasionally 
happens  that  lime  or  acid  enters  the  eye  and 
causes  much  pain.  A  physician  should  be  con- 
sulted as  soon  as  possible,  but  until  he  arrives, 
to  relieve  the  pain  when  lime  is  in  the  eye,  a 
solution  made  by  adding  a  teaspoonful  of  vine- 
gar or  lemon  juice  to  a  glass  of  water,  may  be 
allowed  to  flow  freely  into  and  over  the  eye. 

When  an  acid  is  in  the  eye,  a  solution  of 
baking-soda,  a  tablespoonful  to  a  glass  of  warm 
water,  may  be  used  in  the  same  way.  After 
the  lime  or  acid  is  removed  by  the  solution  as 
described,  a  teaspoonful  of  sweet  oil  may  be 
instilled  into  the  eye,  and  is  very  soothing. 

WOUNDS  OF  THE   EYE 

For  wounds  of  the  eye  cold  compresses  should 
be  applied,  and  the  child  kept  quiet  on  a  couch 
in  a  dark  room  until  the  physician  arrives. 
When  the  eyes  are  burned,  sweet  oil  or  vase- 


EMERGENCIES  OF  CHILDHOOD  213 

line  should  be  applied,  and  the  eyes  covered 
with  a  clean,  soft  handkerchief  until  the  arrival 
of  the  physician. 

SWALLOWING  OF  FOREIGN  BODIES 

This  can  often  be  prevented  by  watching 
little  children,  and  when  they  put  some  object 
in  the  mouth,  removing  it  at  once.  With  some 
care  it  is  possible  to  teach  children  not  to  put 
articles  in  the  mouth. 

If  the  object  has  lodged  in  the  upper  part  of 
the  throat  where  it  can  be  seen  and  felt,  a 
cautious  attempt  may  be  made  to  remove  it 
with  the  fingers.  If  it  is  not  seen  in  the  throat 
it  has  probably  passed  on  into  the  stomach.  If 
some  object  fails  to  pass  along  and  causes  chok- 
ing, the  child  should  be  held  by  the  feet  with 
head  downward,  and  slapped  upon  the  back. 
If  this  fails  to  dislodge  it  a  physician  should  be 
summoned  at  once. 

It  is  well  to  be  sure  that  an  object  has  really 
been  swallowed.  Careful  search  about  the 
child's  clothes,  in  the  crib,  or  wherever  it  has 
been  playing,  will  often  reveal  the  article  sup- 
posed to  have  been  swallowed,  and  thus  prevent 
needless  anxiety. 

The  child  may  be  allowed  to  chew  and  swal- 
low plenty  of  potato  and  bread,  but  under  no 
circumstances  should  a  cathartic  or  an  emetic 
be  given.  If  an  object  has  been  swallowed  the 


214        THE  CHILD  FROM  TWO  TO  SEVEN 

cathartic  is  liable  to  hurry  it  so  rapidly  through 
the  bowel  as  to  cause  injury;  otherwise,  it  be- 
comes covered  with  fecal  matter  and  passes 
harmlessly  through  the  intestine.  A  foreign 
body  usually  passes  from  the  bowel  in  three 
to  four  days,  but  occasionally  it  may  take  a 
week  or  ten  days. 

DROWNING  ACCIDENTS 

Prompt  action  is  sometimes  necessary  to  save 
the  life  of  a  person  who  has  been  rendered  un- 
conscious by  drowning,  or  to  prevent  severe 
illness  due  to  exposure  and  cold.  Every  effort 
should  be  made  to  restore  consciousness  even 
though  the  chances  appear  to  be  hopeless. 

The  clothes  should  be  loosened  about  the 
neck,  and  the  child  turned  upon  the  face  with 
the  body  raised  higher  than  the  head,  in  order 
that  the  water  may  run  out  of  the  mouth  and 
throat.  At  the  same  time  the  mouth  should 
be  gently  wiped  out  with  a  handkerchief,  and 
the  tongue  pulled  forward  to  allow  free 
breathing.  The  nostrils  also  should  be  freed  of 
mucus  as  much  as  possible. 

ARTIFICIAL    RESPIRATION 

The  child  is  turned  on  the  back  with  shoul- 
ders raised  by  placing  under  them  a  folded 
coat  or  pillow,  the  head  falling  backward.  To 
prevent  the  tongue  from  falling  back  in  the 
throat  and  impeding  respiration,  it  should  be 


EMERGENCIES  OF  CHILDHOOD  215 

wrapped  in  cloth  and  held  well  forward.  Now 
grasp  the  arms  near  the  elbows,  and  swing  them 
outward  and  upward  away  from  the  body  until 
they  meet  above  the  head.  This  movement 
raises  the  ribs  and  expands  the  chest,  and  al- 
lows the  air  to  enter  the  lungs.  The  arms  are 
kept  above  the  head  for  a  moment,  pulling  upon 
them  strongly;  they  are  then  brought  down  to 
the  sides  and  pressed  forcibly  against  the  lower 
chest  walls,  which  expels  the  air  from  the 
lungs.  This  is  an  effort  to  imitate  normal  ins- 
piration and  expiration,  and  should  be  repeated 
slowly  and  steadily  from  sixteen  to  eighteen 
times  a  minute.  With  different  people  taking 
turns,  it  should  be  kept  up  two  or  three  hours, 
until  it  is  certain  that  the  heart  as  well  as  the 
pulse  has  ceased  beating.  Life  has  been  re- 
stored when  all  efforts  seemed  hopeless. 

While  artificial  respiration  is  being  carried 
out,  somebody  should  remove  the  clothing,  rub 
the  body  thoroughly  dry,  and  wrap  the  child 
in  warm  blankets,  applying  extra  warmth  by 
whatever  means  are  available,  such  as  hot- 
water  bottles,  or  by  stones  heated  in  fires  built 
nearby.  To  prevent  burning  the  child  the  hot- 
water  bottle  or  stone  should  be  wrapped  in 
newspapers  or  clothing.  In  the  summer  at  the 
seashore,  hot  sand  would  supply  needed  heat. 

The  limbs  should  be  rubbed  from  hands  and 
feet  toward  the  heart,  and  when  breathing  be- 
gins artificial  respiration  should  keep  pace 


216        THE  CHILD  FROM  TWO  TO  SEVEN 

with  it,  evenly  and  steadily,  in  order  to  help  and 
not  to  hinder  it.  Stimulants  and  hot  drinks  in 
small  quantities  should  be  given  as  soon  as  the 
child  can  swallow.  Unless  compelled  by  cold 
weather,  it  is  best  not  to  move  the  child  from 
the  place  until  recovery  is  well  established.  On 
arriving  home  the  child  should  be  given  a  warm 
bath,  a  good  rubbing,  wrapped  in  warm  blan- 
kets, and  given  a  hot  drink,  in  order  to  avoid 
illness  from  exposure. 

Many  drowning  accidents  might  be  prevented 
by  keeping  boys  and  girls  off  rivers  and  ponds 
until  the  ice  is  declared  safe.  The  custom 
existing  in  some  of  the  larger  cities  of  not  per- 
mitting skating  on  ice  until  tested  and  declared 
safe  by  city  or  town  officers,  has  much  to  com- 
mend it.  Such  supervision  of  rivers  and  ponds 
would  be  the  means  of  an  annual  saving  of 
many  precious  lives. 

The  slogan  "All  children  should  learn  to 
swim"  has  been  heard  quite  generally  over  the 
country  of  late  years;  consequently,  less  chil- 
dren are  drowned  when  bathing  and  boating, 
but  the  necessity  of  every  child  learning  this 
useful  art  must  still  be  emphasized. 

It  would  seem  wise  for  children  not  to  go 
boating  or  canoeing  unless  accompanied  by  an 
older  person  who  can  swim.  If  children  are 
not  allowed  in  boats  or  canoes  until  they  are 
good  swimmers,  there  will  be  less  loss  of  child 
life  by  drowning. 


EMERGENCIES  OF  CHILDHOOD  217 

POISONING 
HOUSEHOLD  PRECAUTIONS 

In  this  as  in  other  accidents,  it  is  often  found 
that  much  suffering  and  possible  loss  of  life 
might  have  been  prevented  by  a  little  care  and 
foresight.  This  is  especially  so  in  regard  to 
the  use  and  disposal  of  dangerous  drugs,  for 
poison  most  often  occurs  from  the  giving  of 
some  drug  out  of  the  wrong  bottle,  because  of 
a  misplaced  or  improperly  labelled  bottle,  or 
from  the  fact  that  poisonous  substances  or 
liquids  have  been  left  within  easy  reach  of  the 
investigating,  curious  child. 

After  an  illness  all  drugs  and  medicines 
should  be  destroyed.  Popular  tonics  and  medi- 
cines should  be  kept  where  children  cannot 
reach  them,  and  soothing  syrups  should  not  be 
given  to  children.  Few  real  poisons  are  needed 
in  any  home.  The  few  which  are  kept  should 
be  in  special  bottles,  such  as  the  dark  blue 
bottle  having  the  word  "Poison"  indelibly 
printed  on  the  side,  as  well  as  the  name  of  the 
poison  printed  plainly  in  black  letters  on  white 
background.  They  should  be  kept  in  an  entirely 
separate  closet.  The  ordinary  harmless  house- 
hold remedies  should  also  be  kept  out  of  reach 
and  in  a  place  especially  assigned  for  the  pur- 
pose. Both  closets  should  be  kept  locked,  and 
the  key  kept  in  some  convenient  place,  but  out 
of  reach  of  childish  hands.  By  following  some 


218        THE  CHILD  FROM  TWO  TO  SEVEN 

such  plan  as  this,  an  article  can  be  found  quick- 
ly when  needed,  and  possibility  of  accident  be- 
comes very  remote. 

FIRST  AID   TREATMENT 

The  first  thing  to  do  when  a  child  has  taken 
poison  is  to  send  for  a  physician.  In  order  that 
he  may  bring  the  needed  antidote,  he  should 
be  informed  if  possible  as  to  the  nature  of  the 
poison.  If  there  is  doubt  as  to  the  kind  of 
poison  taken,  an  emetic  should  be  given  to 
empty  the  stomach.  If  vomiting  has  already 
commenced  it  should  be  encouraged  by  giving 
an  abundance  of  lukewarm  water.  To  start 
vomiting  a  teaspoonful  of  mustard  or  common 
salt  dissolved  in  a  glass  of  lukewarm  water  is 
often  effective,  or  a  teaspoonful  of  syrup  of 
ipecac  may  be  given  at  fifteen  minute  Intervals 
for  two  or  three  doses.  Tickling  the  back  of 
the  throat  will  often  lead  to  vomiting.  As  soon 
as  vomiting  begins  the  patient  should  swallow 
large  quantities  of  tepid  water,  in  order  to  dilute 
the  poison  and  wash  out  the  stomach. 

After  emptying  the  stomach  soothing  drinks, 
such  as  the  whites  of  raw  eggs  in  water,  milk, 
barley-water,  or  flour  and  water,  should  be 
given,  and  the  bowels  emptied  by  an  enema  of 
soapsuds  as  soon  as  possible. 

If  the  child  becomes  weak  and  cold,  it  should 
be  wrapped  in  warm  blankets  in  bed,  warmth 


EMERGENCIES  OF  CHILDHOOD 


219 


applied  to  the  body,  and  stimulants  given. 
Brandy  or  whiskey  may  be  given  in  small  quan- 
tities as  follows:  For  a  child  of  one  year,  a 
teaspoonful  is  diluted  with  three  teaspoonfuls 
of  hot  water,  and  half  of  this  mixture  is  given, 
followed  in  five  minutes  by  the  other  half.  To 
a  child  of  two  years  or  over,  a  teaspoonful  may 
be  given  in  three  teaspoonfuls  of  hot  water. 
Us-e  cold  water  if  hot  water  is  not  quickly 
available.  If  breathing  is  very  feeble  or  stops, 
artificial  respiration  as  carried  out  in  drowning 
accidents,  should  be  practiced. 

COMMON  POISONS  AND  TREATMENT 

I.     For  these  poisons  an  emetic  is  given  first. 

POISON  SYMPTOMS          TREATMENT 

Unknown  Emetics  ; 

Stimulants; 

Soothing 

liquids. 


Alcohol: 
Brandy, 
Whiskey, 
etc. 


Dizziness, 
unsteady  on 
feet,  face 
flushed,  skin 
cold,  pulse 
weak;  patient 
may  be 
unconscious. 


Emetic;  hot 
cofifee;  aro- 
matic spirits 
ammonia. 
Cold  douche  to 
face  and  chest. 
Keep  awake 
but  do  not 


220        THE  CHILD  FROM  TWO  TO  SEVEN 


POISON 


SYMPTOMS 


TREATMENT 
exhaust  by 
forcing  to 
walk.    As 
recovers,  wrap 
warmly  in 
blankets  in  bed. 


Arsenic: 

Severe  pain 

Present  in 

in  stomach, 

rat  poisons, 

purging^ 

vermin 

cramps  in 

destroyers, 

legs,  vomit- 

Paris green, 

ing,  cold 

Fowler's 

sweat, 

solution 

prostration. 

in  its  various 

forms : 


Drowsiness, 

becoming 

unconscious; 


Emetics;  drink 
much  luke- 
warm water; 
magnesia  in 
large  quantity; 
baking-soda,  or 
water  of 
ammonia. 
Follow  with 
whites  of  raw 
eggs,  milk  or 
sweet  oil. 
Castor  oil  to 
open  bowels. 
Soap  and 
water  enema. 
Warmth  and 
rubbing. 


Emetics;  diffi- 
cult to  produce 


EMERGENCIES  OF  CHILDHOOD 


221 


POISON 
Laudanum, 
paragoric; 
certain 
syrups  and 
cough 
mixtures 


SYMPTOMS 
pulse  first 
strong,  then 
weak. 
Breathing 
deep  and 
slow,  becom- 
ing more  and 
more  slow 
and  shallow. 
Pupils  of  eyes 
very  small, 
face  flushed, 
then  bluish. 


TREATMENT 
vomiting,  but 
should  persist. 
Strong  coffee. 
Keep  awake 
by  speaking  to 
patient  loudly, 
but  do  not  tire 
out  by  walking. 
Stimulants; 
artificial 
respiration. 


Phosphorus: 
In  match- 
heads, 
rat  poisons, 
and  vermin 
destroyers. 


Severe  pain 

in  stomach, 

vomiting, 

bloody 

diarrhoea, 

skin  dark, 

nose-bleed, 

possibly 

convulsions. 


Emetic,  follow 
with  epsom 
salts,  table- 
spoonful  in 
glass  of  water; 
or  magnesia. 
Milk;  no  oils 
of  any  kind. 
Stimulants  and 
warmth. 


Lead: 

Lead  paint, 
White  lead 


Metallic  taste, 
throat  dry, 
and  great 


Heaping  table- 
spoonful  epsom 
salts  in  glass 


222        THE  CHILD  FROM  TWO  TO  SEVEN 


POISON 
Sugar  of 
lead. 


SYMPTOMS 
thirst.     Colic 
in  abdomen, 
cold  sweat, 
cramps  in 
legs.  Legs  are 
sometimes 
paralyzed,  and 
may  be 
convulsions. 


TREATMENT 
of  water, 
Stimulants, 
soothing 
liquids. 


Ptomaine: 
Poisoning 
by  decayed 
meat,  fish, 
dirty  milk, 
ice-cream 
decayed 
vegetables. 


Nausea, 
vomiting, 
diarrhoea, 
cold  sweat; 
pulse  weak. 
Severe  colic 
and  cramps; 
prostration 
extreme ;   skin 
rashes 
common. 


Purgative, 
epsom  salts  or 
castor  oil. 
Teaspoonful 
powdered 
charcoal,  and 
repeat. 


II.     Poisons — Emetics   not  given  first. 


POISON 
Mercury: 
Corrosive 
sublimate, 
Antiseptic 
tablets. 


SYMPTOMS 
Corrosive 
sublimate 
very 

irritating. 
When  taken, 


TREATMENT 
First  give 
white  of  egg  or 
whole  egg  well 
beaten.     Flour 
and  water. 


EMERGENCIES  OF  CHILDHOOD 


223 


POISON 


SYMPTOMS 
turns  mouth, 
lips  and 
tongue  white. 
Mouth  swol- 
len, tongue 
shrivelled; 
metallic  taste. 
Pain  in  abdo- 
men, vomiting 
mucus  and 
blood.    Bloody 
diarrhoea, 
cold,  wet  skin, 
prostration, 
convulsions. 


TREATMENT 
Then  give 
emetics;  follow 
with  soothing 
liquids  and 
stimulants. 


Iodine: 


Metallic  taste, 
Marked 
prostration, 
severe  pain  in 
stomach  and 
abdomen. 
Violent 
vomiting  and 
purging. 


Large  amounts 
starch  or  flour 
mixed  with 
water;  then 
give  emetics; 
follow  with 
milk,  raw 
whites  of  eggs. 
Warmth  to 
body  and 
extremities. 


224        THE  CHILD  FROM  TWO  TO  SEVEN 


POISON 
Nitrate  of 

Silver: 
Lunar 
Caustic. 


SYMPTOMS 
Pain  in  mouth 
and  stomach. 
Mouth  ap- 
pears white, 
then  black. 
Vomit  white, 
then  black. 


TREATMENT 
Teaspoonful 
table-salt 
dissolved  in 
glass  of  water. 
Milk;  then  give 
an  emetic. 
Follow  with 
soothing 
liquids  and 
stimulants. 

III.     Poisons    for    which    an    emetic    should 
never  be  given. 


POISON 
The  Strong 
Corrosive 
Acids: 

1.  Acetic 

2.  Hydro- 

chloric 
3    Nitric 
4.  Sulphuric 

(Vitriol) 


SYMPTOMS 
Severe  burn- 
ing pain  in 
mouth,  throat, 
and  stomach. 
Acid  destroys 
membrane 
and  skin. 
Vomiting  and 
diarrhoea. 
Suffocation 
from   swelling 
of  throat. 
Prostration. 


TREATMENT 
Magnesia  or 
chalk  in  water, 
often,  and 
large  amounts. 
Baking  soda, 
lime,  whiting, 
even  tooth- 
powder  may  be 
used  as  alkali 
to  neutralize 
acid.     Follow 
with  soothing 
liquids,  milk, 
raw  eggs,  olive 
or  sweet  oil. 


EMERGENCIES  OF  CHILDHOOD 


225 


POISON 


SYMPTOMS 


TREATMENT 
Stimulants. 
If  acid  has  en- 
tered the  nos- 
trils, inhale 
fumes  of 
ammonia. 


Oxalic  Acid: 
(Salts  of 
lemon  or 
sorrel) 


Similar  to 
corrosive 
acids  named 
above,  but  not 
so  much 
burning"  of 
lips,  etc. 


Magnesia, 
chalk  and 
water,  or  lime- 
water  to 
neutralize  acid. 
Follow  with 
two  table- 
spoonfuls 
castor  oil,  and 
stimulants. 


Carbolic  Acid: 
Creosote 


Powerful 
corrosive 
poison.     Great 
pain  and 
vomiting.     In 
severe  cases, 
patient 
unconscious. 
Characteristic 
odor   of  acid. 


Wash  out 
mouth  with 
lime-water, 
pure  alcohol  or 
Two  table- 
spoonfuls  of 
epsom  salts  in 
half  glass 
water.     Raw 
eggs,  castor 


226        THE  CHILD  FROM  TWO  TO  SEVEN 


POISON 


Strong 
Caustic 
Alkalies: 
Ammonia, 
Quick  lime 
or  lye, 
Caustic 
Potash, 
Caustic  Soda. 


GAS: 

Illuminating 
or  coal  gas. 


SYMPTOMS 
Turns  burned 
membrane 
white  if  acid 
is  pure,  black 
if  impure. 

Severe  burn- 
ing pain  in 
mouth,  throat 
and  stomach. 
Vomiting  and 
purging. 
Alkali 

destructive  to 
tissues  of 
mouth. 
Severe  pros- 
tration, and 
suffocation 
due  to  swell- 
ing of  throat. 


TREATMENT 
or  sweet  oil. 
Stimulants; 
keep  warm. 


To  neutralize 
the  alkali, 
vinegar, 
lemon  juice, 
orange  juice. 
Tartaric  or 
citric  acid  in  an 
abundance  of 
water. 
Soothing 
liquids; 
stimulants. 
If  unable  to 
swallow,  inhale 
vinegar  from 
handkerchief. 

Depend  mostly 
on  artificial 
respiration  as 
in  drowning. 
Ammonia  to 
nostrils. 


INDEX 


A  Page 

Accidents   201 

Acids,    treatment    of    burns 

from  203 

Adenoid  growths    192 

Air,  fresh  air  in  the  home....    9 
Alkalies,  treatment  of  burns 

from  .203 

Amusements  123,  132,  133 

Antidotes  for  Poisons  217  to  226 
Apartment  houses  as  homes 

7,  8,  9,  12 

Appetite,  lack  of  23,  24 

Arches,  weak,  prevention  of 

160,  161 
B 

Bacon,  when  to  give  to  chil- 
dren    34 

Bag,  sleeping,  how  to  make 

61,  62 
Barley  gruel,  use  of,  how  to 

prepare  40,  41 

Baths  and  Bathing, 

142,  143,  144,  145 

conveniences  for  142 

daily  143,  144 

prevention  of  colds  144 

shower  144 

soap  for 145 

warm 143 

Bed  and  sleeping  room  59,  60,  61 
Bedtime  stories,  choice  of  59,  60 
Bedwetting,  Causes  and  Pre- 
vention   184,  185,  186 

Beef  juice,  as  part  of  child's 
diet 41,  42 


Page 

scraped,    for    young    chil- 
dren    34 

Bleeding    from  nose   208 

from  wounds  204,  205 

Blocks,  Building,  how  to  make 

set   of   -...83,  84 

Body-building,  food  for 19 

Body,  care  of 141-163 

Bones   broken   207 

Boric  acid  solution   150 

Bottle,  weaning  from 41 

Bowels,  care  of  the 

181,  182,  183 

Breads  31,  32 

Breakfast   foods,   cereals 30 

Broths  and  soups  33 

Bumps  and  Bruises,  care  of  201 
Burns,  care  of,  first  aid 

201,  202,  203 
Butter  for  children 32,  33 

c 

Cake  32 

Candy  and  sweets  38 

Care  of  Child's  body 141 

Ears   150 

Eyes  -.148 

genitals    147 

hair  147 

mouth    153 

nails,  biting  the  195 

nose  and  throat  151,  152 

skin    141 

teeth,  153,  154,  155,  156,  157, 

158,  159 

Carrots 35 


227 


228 


INDEX 


Page 

Cereals  30 

dry,  ready  to  serve  30 

cooking  of   30 

Changeableness  in  children....  93 

Chickenpox  171 

Child,  the  city  8 

nature,  characteristics  of 

90,  91,  92,  93,  94 

sick,  care  of  179,  180 

undernourished,  under- 
weight   19,  21,  25 

Childhood,  common  emergen- 
cies of  201,  221-226 

Children,    feading    of    19 

diseases  and  disorders  of.. 167 

play  activities  of  67 

training  of  87 

Circumcision    147 

City  Child,  Materials  and 

tools  for  play  79 

Clay  modeling  81 

Cold  baths 144,  145 

Colds,  causes  of  189,  190 

prevention  of 191 

Cold    weather   sports    76 

Common   foods  arranged  in 

tables    41 

Common   diseases   of   child- 
hood    167 

Common  accidents  of  child- 
hood    201 

Common    poisons    and   their 

antidotes   -.219 

Constipation  181 

causes  and  prevention 181 

changes  in  food  will  help  182 
fruits  and  vegetables  in.. ..182 


Page 

measures  for  relief 183 

Contagious    diseases    167 

care  of  children  having.. ..180 
prevention  and  control  of  175 

Convulsions,  first  aid  in 186 

Correction,  methods  of..... 106 

Cough,  whooping  170 

Country  life,  advantages  of 

9,  70,  76,  78 
Crayons,    watercolors    and 

pencils   81 

Cream  in  diet  for  children....  32 

Cross-eye 148 

Croup,  spasmodic,   relief  of 

188,  189 


Daily  nap,   importance  of....  58 

time   for  57 

during    school    years 58 

Dark  moods  unwholesome....  129 
Deafness,  a  cause  of  back- 
wardness in  school  151 

Defective  teeth,  results  of 

153,  154,  155,  156 
Deficient     nourishment,     re- 
sults of  21,  24,  25,  27 

Deformities,  of  feet  from  ill- 
fitting  shoes  160 

of  jaw  as  result  of  thumb- 
sucking    155 

of  teeth  154,  155 

Delicate    children,    bathing 

of    144 

care  of  125,  126 

feeding  of  24,  25 

sleep   of    58,    59 


INDEX 


229 


Page 

Dentistry,  importance  of 159 

Desserts  allowable  for  chil- 
dren     38 

Development,  conditions  ne- 
cessary for  2 

Diet   for   growing  children..  27 
must  be  carefully  chosen....  27 

and  the  teeth  156,  157 

regulating  the  22,  23 

lists   for   feeding  children 

40-49 

(See  also  FOOD) 
Digestion  impaired  by  defec- 
tive teeth  153,  154 

Diphtheria 173,  174 

making    children     immune 

to 178 

Schick   Test   and   preven- 
tion of  178 

Discharging  ears  151,  173 

Discipline 106,  107 

in  the  prevention  of  nerve 

disorders   126 

Disease,  prevention  of 

167,  168,  169,  175,  180 
Disease  germs,  how  they  get 

into  the  body  154 

how  they  spread  175 

Diseases,   common,   of   chil- 
dren   167-175 

new  point  of  view 167 

prevention  of  175,  176,  178 

Disorders,  common,  of  chil- 
dren     181-197 

nerve    and    mind,    preven- 
tion of  121-137 

Dog-bites,  first  aid  207,  208 


Page 
Dressings  for  wounds 

203,  204,  205 
Drinking   water,   importance 

of  „ 45 

Drowning      accidents,      first 

aid  214,  215,  216 

E 

Earache  187,  188 

Ears,  care  of 150,  151 

discharging    151 

foreign  bodies  in  210 

Eating  between  meals,  results 

of  23,  24,  25,  50,  51 

Education  87,   111,   112 

and  discipline  104-111 

by     companionship      with 

parents  112,  113 

imitation  and  observation 

111,  112 
early  years,  importance  of 

87,  89,  111 

in  the  home 87,  109,  110 

study  of  child  nature.. ..90-95 
training  for  steady  nerves 
and  healthy  mind  ....121-137 

Eggs  31 

Emergencies,  common  201 

Emetics,  in  spasmodic  croup  189 

in  poisoning  accidents  218 

English,  importance  of  teach- 
ing correct  110 

Enlarged  tonsils  193 

Entertainments  for  children, 
injury    to    nerves    from 

public 132-133 

Epidemics,   prevent   spread 
of    .  ....175-178 


230 


INDEX 


Page 

Equipment  for  play  and  oc- 
cupation  67-84 

Evaporated  milk  29 

Example,  power  of,  in  edu- 
cation   Ill,  112 

Exercise  71 

for  girls   76 

outdoor,  76,  77,  78,  125 

Exercises  for  weak  feet  and 

flat-foot  163 

Eye, 

acids  in  the,  first  aid 212 

foreign  bodies  in  the  211,  212 

lime  in  the  212 

wounds  of  the 212 

Eyes  care  of 148,  149,  150 

Eyestrain,  prevention  of 149 


Facts     about     weight     and 

height  19,  20,  21 

Faith,  teach,  instead  of  fear  132 
Family   life,  high   ideals   of 

111,  112,  113 

Fat  in  whole  milk  32 

proper  kinds  for  children 

32,  33 

Father,  influence  of  in  fam- 
ily life  21,  22 

Feet,  care  of  160-163 

prevention   of   deformities 

of 162,  163 

Filling  the  teeth  159 

Finger-nails,   biting   of 195 

Finger-sucking  193,  194,  195 

Fire-place,  desirability  of  in 
the  home   .  ..  13 


Page 

Fireworks,   danger   to   chil- 
dren from  202 

First  aid  in  acidents 201 

Fish    „ 34 

Fish-hook,  care  of   wounds 

from 206 

Flat  foot,  correction  of 

161,  162,  163 
Food, 

adapted  to  age  of  child....  22 
cultivation    of    liking    for 

wholesome    24 

for  growing  children 27 

Foods, 

body-building   19 

cereal   30 

description   of    27-39 

groups  of  31-38 

lists  of,  for  children  dur- 
ing second  year  39-44 

from     third     to     seventh 

year  45-48 

Foreign  bodies  in  the  ear....210 

in  the  eye  211,  212 

in  the  nose  209 

swallowing  of 213 

Fractures  207 

Fresh  air,  importance  of.. ..9,  10 
in  living  and  play-rooms  10,  11 

in  sleeping  rooms 11,  61 

Fruits  37,  38 

cooked  37 

in  diet  for  children 37 

when  they  should  be  avoid- 
ed    38 

Fundamental     principles     in 
feeding  children   22 


INDEX 


231 


Page 
Furniture   for  the  playroom 

14,  15 
G 

Gardening  for  children 78 

Gargling  of  throat  179 

German  measles  170 

Girls,  outdoor  life  for 

76,  78,   125 
should     not     go     without 

breakfast    25 

Growth     and     development, 
conditions  necessary  for 

normal  2 

H 

Habits,  bad  193,  195,  196 

good,  of  cleanliness.... 

117,  141,  159 
obedience  and  self-control 

95-100 

regularity  of  bowel  move- 
ments    181-183 

of  proper  eating 22-27 

Hair,  care  of 147,  148 

short  148 

Hands,  keeping  clean 146 

Hardening    of    body    126 

Healthy,    keeping    the    chil- 
dren     141 

Heating  the  home  12,  13 

Heights  and  weights  of  chil- 
dren   19,  20,  21 

Hemorrhage   from  nose 208 

from  wounds 204,  205 

Heredity,  influence  of 122 

Home,  choosing  the  7,  8,  9 

sunshine  and  fresh  air  in 
the  ..  .    9 


Page 

training 9,  87,  137 

Household  precautions  against 

poisoning    217 

Hygiene    and    care    of    the 

body   141-163 

I 

Ideals  of  cleanliness  ....117,  141 
of  Education  and  Training 

87,  88,  111,  112 

Illness,   prevention   of 180 

signs  of   180 

Imagination  in  children  131,  132 
Imitation  in  early  education  111 

Individual  temperament  94 

Indigestion,  acute 48,  49 

chronic  49,  50 

due  to  improper  habits  of 

eating  50 

Indoor    play    ....„ 80 

blocks  for  83,  84 

equipment  for  81,  82 

(See   also    chapter    "Play 

and  Growth"  67) 
Infection,  prevention  of  175-178 

Infectious  colds 189,  190,  191 

diseases  167-178 

Inherited  characteristics  122 

Injections  182,  183 

for  worms  184 

Instinctive  desire  for  some- 
thing to  do  108 

Instruction    concerning    per- 
sonal cleanliness  117 

reproduction 113-118 

Irregular   teeth,    causes   and 

prevention  of  154,  155 

Iron  in  food, 


232 


INDEX 


Page 

in  fruits  ..«..._—. — 35 

in  vegetables  . 37 

Isolation    in   contagious    di- 
seases    175 

of  sick  child 169,  180 

L 

Leg,  broken,  first  aid 207 

Light,  good,   for  reading 149 

List  of  foods, 
for  children  during  second 

year    39-44 

from  third  to  seventh 

year  45-48 

of  poisons  and  antidotes 

217-226 
M 

Malnutrition  19,  21,  25 

Mannerisms,  transient   of 

children 93 

Manners    Ill,    112 

acquired   by   imitation   112 

table   23,   25 

Mastery,  self-  learned  early 

96,    127,    128 

Masturbation    196 

Matches,  danger  of,  to  chil- 
dren   201,  202 

Materials,    play    67-84 

for   Indoor   80-84 

Outdoor  71,   72,  78 

Meals,  number  of 39,  42,  45 

regular  times   for  40-46 

Measles  169,  170 

German   170 

Meats,  best  for  children 34 

cooking  of  34 

stews    .  ..21 


Page 

substitutes  33 

Mental  hygiene  of  childhood 

121,  137 
Methods  of  punishment  106,  107 

of  ventilation  10,  11 

Milk  27 

amount  required  per  day... .28 
body-building   qualities    of 

28,  29 

goat's   29 

invaluable  as  food  for  chil- 
dren      28 

is  a  food,  not  a  beverage..  28 

pasteurized  ».  29 

substitutes  for  29 

unheated  or  raw  29 

Mind,  charateristics'of  child's 

90-95 

development  of  Ill,  112 

early  training  of  Ill 

hygiene  of  the  121-137 

Mineral  elements  in  food  35,  37 

Mischief,  in  children 108,  109 

to  prevent   108 

Modeling  materials  81 

Moisture    of    air    in    heated 

rooms  12 

Molars,  first,  importance  of  158 
Moods,    dark,    in   children.. ..129 

causes  of  129 

prevention    of    129 

Mother,  care  of  89,  90 

Mouth  breathing  192 

Mouth,  care  of  153,  194,  195 

Moving  pictures,  influence  of, 

on  children  133 

Mumps  172 


INDEX 


233 


Page 
Muscular  development  from 

play  125 

N 

Nails,  biting  the 195 

Nap,  daily 57,  58 

Nasal  douche,  caution  about 

use  of   152 

Nature,  child,  characteristics 

of    90-94 

Needle-wound 206 

Nerves,  disorders  of,  on  the 

increase  121 

preventive   work   in   the 

home  121-128 

Nervous  system,  care  of  the 

childs    121-137 

instability  of  child's  122 

Nose,  care  of  151,  152 

Nose-bleed    208 

Nostrils,   clogged   152 

foreign  body  in  209 

O 

Obedience    and     self-con- 
trol   95-102 

Occupation,  children  need 

68,  108,  138 

Oil  and  gas  heaters,  tempo- 
rary use  only  12 

Oil    for  clogged  nose 152 

Origin  of   life,   instruction 

concerning  113-118 

Outdoor  play  71,  77,  78 

apparatus  for 71,  72,  78 

clothing  for  76,  125 

girls   need   76,   125 

regardless  of  cold  or 
rain   .,  ....125 


Page 

(See  also  Play  and 
Growth,  67) 

Outdoors,  sleeping  61,  62 

Oversensitive,  teaching  chil- 
dren  not    to   be    135 

P 
Parenthood,  new  ideals  of 

4,  87,  112 
Parents,  as  companions  of 

their    children    113 

as  teachers  87,  88 

relation  of,  to  children 

88,  89,   130 

Pasteurized  milk  29 

Pastry,   use  of,  in  diet   for 

children  38 

Perception,  slowness  of,  in 

children   94 

Play,  a  fundamental  need  of 

the  child 67-69,  84 

a  factor  in  education  and 

growth   67-69 

adult's  conception  of  68 

child's    conception    of 68 

indoor,  material  for 80-84 

outdoor  76-78,  125 

room  13,  14 

with  other  children,  neces- 
sary    79 

Playmates,  children  need 

79,   134,   135 
Playthings,  for  indoor  play 

80-84 

for  outdoor  play  76-78 

made  at  home 71,  72,  82 

Poisoning  217-226 

first   aid    .  ....218 


234 


INDEX 


Page 
household  precautions 

against  217 

Praise,    use    of,    in    training 

of  children  97 

Precociousness,     not     desir- 
able   132 

Punishment 103-109 

methods  of  106,  107 


Questions  of  children 

110,  113-118 
about    reproduction   and 

sex   113-118 

answer  simply  and  truth- 
fully    113-118 

R 

Rain,  outdoor  play  in  125 

Reason,  appeal  to  child's,  ....103 
Recreation  and  rest  for  the 

mother   89-90 

Regularity  in  life  of  child  26,  27 

of  bowels  181-183 

of  meals  41,,  48 

of  sleep  55-58 

Religious  training,  begin- 
nings of  131,  132 

Reproduction  and  sex,  instruc- 
tion concerning  113-118 

Respiration,  artificial,   in 

drowning   214-215 

Responsibility  of  parents 

87,  88,  21,  22,  112,  113 
Rest,  importance  of,  for 

children    55 

for  the  mother   89,  90 


Page 
Restlessness  of  children 

67,  135,  136 

often  due  to  lack  of  oc- 
cupation   108 

Reverence,  teaching  of  132 

Room,  children's  13-15 

S 

Sand-box,  directions  for  mak- 
ing      72 

playthings  for  72,  73 

Scalds  and  burns,  first  aid 

202,  203 

Scarlet  fever  172,  173 

Schedules    for   feeding  chil- 
dren     41-47 

Scolding,  useless  ....104,  105,  112 
Second  year,  feeding  dur- 
ing     39-45 

lists  of  foods  for  41-44 

schedules  for  meals  during 

41-44 
Self-control,  early  lessons 

in  96,  127,  128 

Service  to  others,  teaching....70 
Sex,  instruction  concerning 

113-118 
Shoes,  proper  fitting  of  160-162 

Sick  child,  care  of  179,  180 

Sight,  protection  of  148-150 

Simplicity,  desirable  in 

child's  life   64,   132,  133 

Skin,   care   of   141 

Sleep,  child's  need  of 55,  56 

conditions    favorable    to 

sound  59,  61 

disturbed,  causes  of 62,  63 

during  first  two  years  56,  57 


INDEX 


235 


Page 
from  third  to  seventh 

year  57,  58 

Sleeping  bag  61,  62 

Sleeping  outdoors  61 

Small  tasks  for  children  ....  70 

Soaps,  for  the  bath  145 

Soups  and  stews  34 

Spasms  (see  convulsions) 

first  aid  186 

Spasmodic  croup 188,  189 

Sports,  outdoor  71,  77,  78 

Sterilized  milk  29 

Stories  for  children 59,  131 

Sunshine  in  living  rooms....9,  10 

Sweets  38 

Swimming,  teaching  children  77 

T 
Tables  and  lists : 

diet  during  second  year  39-44 
from  third  to  seventh  year 

45-48 

weights  and  heights  of  chil- 
dren  19-21 

Tasks,    small,    for    children  70 

Teachers,  Parent- 87,  88 

Teeth,  care  of 153-159 

cleaning  the  158 

food  and  the  156 

irregular  154-155 

second   or   permanent    157 

Temper,  causes  of 91,  92 

outbreaks  of  91,  92 

what  to  do  ....92,  107,  127,  128 
Temperament,  individual,  of 

child  94 

Tendencies,  inherited  122 

Third  to  7th  yr.,  diet  from  45-48 


Page 

Throat,  care  of  -...152,  176 

Thumb-sucking,  to  break  ha- 
bit of  193-195 

Thunder  and  Lightning,  teach 

children  not  to   fear 132 

Tonsils,   enlarged   193 

Tool-box   for  children,  con- 
tents    Of;     75 

Tools,  garden,   for  children  78 

Toys    80-84 

Training   (See  also  Education) 

early  87,  89,  111 

home  87,  109,  110 

Truthfulness 109,  110,  111 

U 

Undernourished    children    ....  19 
Underweight,  causes  of 

19,  20,  21 
V 

Vaccination 178,  179 

Vegetables,  for  children 35 

cooking  of  36 

Voice,  cultivation  of  low, 

pleasant   110 

W 

Water,  children  need  45 

Water-colors    for   children     81 
Weight  and  height,  Table  of  19 
facts  about,  of  children  20,  21 
Wetting  of  bed,  causes  and 

prevention   184-186 

Whooping    cough    170 

Worms,  causes   and  preven- 
tion   183,  184 

Wounds   203-207 

First  aid  for  various 

203-207,  212 


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